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EDE 385 Diagnosis & Remediation forMath Difficulties
Marsh, Jonathan Scott


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 385 Diagnosis & Remediation forMath Difficulties

Semester

FA 2010 HO

Faculty

Marsh, Jonathan Scott

Title

Adjunct Professor

Degrees/Certificates

B.S. Elementary and Middle School Education Minor in Mathematics
M.A. Curriculum Instruction
ED.S. Urban Leadership

Daytime Phone

507-5638

Other Phone

452-4828

E-Mail

scott.marsh@park.edu

Semester Dates

August 17 - December 13

Class Days

----R--

Class Time

3:00 - 5:30 PM

Prerequisites

MA 110/ED 110 Geometry for Teachers (or equivalent course) and admission to the School for Education. To be taken concurrently with EDC/EDE 360C Practicum.

Credit Hours

3


Textbook:

Required Texts/Materials:

 

Missouri Department of Elementary and Secondary Education. (2004). Mathematics grade-level

            expectations. Jefferson City, MO: Author.

-       May be accessed at

      http://dese.mo.gov/divimprove/curriculum/GLE/MAgleversions.html

 

Missouri Department of Elementary and Secondary Education. (1996). Missouri show-me

standards. Jefferson City, MO: Author

-       May be accessed at http://www.dese.mo.gov/standards/

 

Missouri Department of Elementary and Secondary Education. (2003). MoSTEP 1.2.1.1

            mathematics competencies Grades 1 - 6. Jefferson City, MO: Author.

-       May be accessed at http://www.dese.mo.gov/divteachqual/teached/competencies/math_1-6_4-23-03_.pdf

 

Tucker, B.F., Singleton, A.H., & Weaver, T.L. (2006). Teaching mathematics to all children:             Designing and adapting instruction to meet the needs of diverse learners, (2nd ed,).

            Upper Saddle River, NJ: Pearson Education, Inc.

            - ISBN # 0-131-17574-2

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE385 Diagnosis and Remediation for Math Difficulties: This course will study effective/diagnostic and instructional techniques, including remedial strategies, for the teaching of mathematics to prepare preservice teacher candidates to work with elementary school students. Preservice teacher candidates will apply their knowledge of the assessment/diagnostic process and prescriptive teaching strategies to work directly with students in the area of mathematics during a field experience in an elementary school setting. Prerequisites: MA135 plus one additional Math course and admission to the School for Education. To be taken concurrently with EDE360C Practicum. EarlyChildhood:To be taken concurrently with EDC374. 3:0:3

Educational Philosophy:
The instructor’s educational philosophy is to encourage learners to interact with one another—to share knowledge, skills, experiences, thoughts, and beliefs—in a climate of mutual respect and appreciation of differences in order to enhance professional/personal knowledge and skills. A variety of instructional formats are utilized, including lectures, readings, quizzes, dialogues, examinations, Internet, online, videos, web sites, and writings, with the goal of motivating the learner to self-reflect and analyze how new/enhanced knowledge and skills can be applied to improve his/her future educational practices.   

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the learning characteristics that make mathematics difficult for some learners and discuss how these characteristics might impact their learning.
  2. Discuss the universal features for making mathematics meaningful for all learners.
  3. Evaluate, select or develop, administer, and interpret a variety of informal and formal math assessments used with all learners.
  4. Use assessment results to diagnose, develop, and adjust appropriate prescriptive instructional interventions to meet individual learners' needs for improving math skills across the mathematical content strands.
  5. Recommend and justify the use of prescriptive instructional strategies and interventions to provide effective math instruction to meet individual learners' needs for improving math skills across the mathematical content strands.
  6. Evaluate, select or develop, adopt, and use a variety of curriculum materials and technology appropriate to meet the individual learners' needs for improving math skills across the mathematical content strands.
  7. Identify and use professional skills in communication and collaboration with learners, parents, and professional peers regarding individual learners' math performance and achievement.
  8. Practice reflective analysis to increase his/her professional knowledge, skills, and dispositions.


  Instructor Learning Outcomes
  1. 1. Describe the learning characteristics that make mathematics difficult for some learners and discuss how these characteristics might impact their learning. • MoSTEP: 1.2.2.1; 1.2.3.1 • MoSTEP 1.2.1.1 Math Competencies: 1 • SFE Conceptual Framework: K 2F; S 3A; D 5D • NAEYC: 1 • ACEI/NCATE: 1; 3.2 • MoSTEP 1.2.1.1 SPED Competencies: 2 CAT4[2.4], CAT3[2.5]
  2. 2. Discuss the universal features for making mathematics meaningful for all learners. • MoSTEP: 1.2.1.4; 1.2.4.1 • MoSTEP 1.2.1.1 Math Competencies: 1, 2, 3, 4, 5, 6, 7, & 8 • SFE Conceptual Framework: K 1A, 2A,  2B, 2E, 2F, 3E; S 3A; D 2A, 4E; 5B • NAEYC: 4c • ACEI/NCATE: 2.3 • MoSTEP 1.2.1.1 SPED Competencies: 11CAT4[GC4K6, GC4S5]
  3. 3. Evaluate, select or develop, administer, and interpret a variety of informal and formal math assessments used with all learners. • MoSTEP: 1.2.8.1; 1.2.8.4 • MoSTEP 1.2.1.1 Math Competencies: 1 • SFE Conceptual Framework: K 2C, 2E, 2G, 2B; S 1G, 2C, 2D, 3A, 3B; D 1E, 2E, 5B, 5F • NAEYC: 3 • ACEI/NCATE: 4 • MoSTEP 1.2.1.1 SPED Competencies: 7 CC7[CC8S8]; 8 CC2[3.1]
  4. 4. Use assessment results to diagnose, develop, and adjust appropriate prescriptive instructional interventions to meet individual learners' needs for improving math skills across the mathematical content strands.  • MoSTEP: 1.2.8.1; 1.2.8.3; 1.2.8.4; 1.2.9.1 • 1.2.1.1 Mathematics Competencies: 1 • SFE Conceptual Framework: K 2B, 2E, 2F, 2G, 3E, 3F; S 1B, 1D, 1E, 2B, 2C, 2D, 2E; D 2A, 2B, 2C, 2D, 3G, 4D, 5D, 5F • NAEYC: 3; 4a, 4c, 4d • ACEI/NCATE: 3.3, 3.3, 3.4 • MoSTEP 1.2.1.1 SPED Competencies: 7 CC7[CC8S8]
  5. 5. Recommend and justify the use of prescriptive instructional strategies and interventions to provide effective math instruction to meet individual learners' needs for improving math skills across the mathematical content strands. • MoSTEP: 1.2.3.2; 1.2.3.4; 1.2.4.2; 1.2.4.3 • MoSTEP 1.2.1.1 Math Competencies: 1 • SFE Conceptual Framework: K 2B, 2E, 2F, 2G, 3E, 3F; S 1B, 1D, 1E, 2B, 2C, 2D, 2E; D 2A, 2B, 2C, 2D, 3G, 4D, 5D, 5F • NAEYC: 4 • ACEI/NCATE: 3.2, 3.3, 3.4 • MoSTEP 1.2.1.1. SPED Competencies: 4 CC3[CC4S5], CAT2[GC4K3], CAT8 [GC4S2]; 7 CC7[CC8S8]; 11 CAT4[GK4K6, GC4S5]
  6. 6. Evaluate, select or develop, adopt, and use a variety of curriculum materials and technology appropriate to meet the individual learners' needs for improving math skills across the mathematical content strands. • MoSTEP: 1.2.5.1; 1.2.11.2: 1.2.11.3 • MoSTEP 1.2.1.1 Math Competencies: 1 • SFE Conceptual Framework: K 2B, 2D; S 1E, 1F, 2B; D 2A, 2B, 2D, 4E, 5B, 5C, 5F • NAEYC: 4d • ACEI/NCATE: 2.3, 3.2 • MoSTEP 1.2.1.1 SPED Competencies: 4 CC3[CC4S5], CAT8[GC4S2]; 7 CAT4[GC7S2]; 11 CAT4[GK4K6, GC4S5]
  7. 7. Identify and use professional skills in communication and collaboration with learners, parents, and professional peers regarding individual learners' math performance and achievement. • MoSTEP: 1.2.7.1; 1.2.7.2; 1.2.8.4; 1.2.10.4 • MoSTEP 1.2.1.1 Math Competencies: 1 • School for Education Conceptual Framework: K 2E, 3A, 3C; S 2A, 3A, 3B, 3C; D 1A, 1B, 1C, 1D, 1E, 3C, 3D, 3E, 3F, 5B, 5C, 5F, 5G • NAEYC: 4a, 5 • ACEI/NCATE: 3.5, 5.3, 5.4 • MoSTEP 1.2.1.1 SPED Competencies: 10 CC5[7.6], CAT4[GC10K4; 7.10; 7.11]
  8. 8. Practice reflective analysis to increase his/her professional knowledge, skills, and dispositions. • MoSTEP: 1.2.9.1; 1.2.9.3 • MoSTEP 1.2.1.1 Mathematical Competencies: 1 • School for Education Conceptual Framework: K 1A, 1C, 2A, 2E, 2F, 3A; S 2A, 2B, 2C, 2D, 2E; D 2B, 3E, 4A, 4B, 4C, 4E, 5A, 5B, 5F, 5G • NAEYC: 5 • ACEI/NCATE: 5.1, 5.2
Core Assessment:

Class Assessment:

The final grade will be based on the percentage of total points earned.

 

            A = 90 – 100 %                       

            B = 80 – 89 %                                   

C = 70 – 79 %                       

            D = 60 – 69%                       

            F = 59% or lower            

           

Points may be earned as follows:

                                                                                                       Points

 

§  Attendance/Participation                             50

§  Math Activities Resource Notebook               100

§  Demonstration of Math Activities               200

§  Online Discussion Activities                           50

§  Partial Teacher Work Sample                     100     

§  MoSTEP 1.2.5.1 Essay for Portfolio               100 

§  Applied Case Study                            400

                                                                  TOTAL POINTS:      1000

Grading:

The final grade will be based on the percentage of total points earned.

 

            A = 90 – 100 %                       

            B = 80 – 89 %                                   

C = 70 – 79 %                       

            D = 60 – 69%                       

            F = 59% or lower            

           

Points may be earned as follows:

                                                                                                       Points

 

§  Attendance/Participation                             50

§  Math Activities Resource Notebook               100

§  Demonstration of Math Activities               200

§  Online Discussion Activities                           50

§  Partial Teacher Work Sample                     100     

§  MoSTEP 1.2.5.1 Essay for Portfolio               100 

§  Applied Case Study                            400

                                                                  TOTAL POINTS:      1000

Late Submission of Course Materials:
ALL assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points - 10% per calendar days past the due date x total points possible for the assignment.

Classroom Rules of Conduct:

You are expected to:

 

§  Attend class on a regular basis. Come to class on time. (See Instructor's attendance policy).    

§  Turn in assignments to the Instructor on time (see course schedule for more specific information regarding due dates).

§  Read, understand, and follow the course syllabus. The course syllabus should serve as a resource for this course and, as a result, should be consulted frequently.

§  Use the EDE 385 e-Companion (e.g., announcements, gradebook, document sharing, dropbox, threaded discussions, webliography) (www.parkonline.org) as directed by the Instructor. This is a blended class, meaning we will be using a combination of face-to-face and online formats to complete the course. Moreover, there will be several class sessions that will meet online, so not all class sessions will be held face-to-face. Please refer to the course schedule for more information. Because this course is a blended course (i.e., using both the face-to-face AND online formats), to be successful, it is imperative you become familiar with using the e-Companion website.

§  Use the Foliotek electronic student portfolio to submit the MoSTEP 1.2.5.1 performance indicator essay for Instructor grading – NO EXCEPTIONS.

§  Submit all electronic copies of assignments as .doc or .pdf files, not .docx files. Submit assignments as directed by the Instructor; assignments submitted incorrectly will NOT be accepted.

§  Access the professional education literature to complete research requirements in course assignments. If you are unfamiliar with Library’s educational databases (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC), you are encouraged to make an appointment with one of Park’s Reference Librarians for instruction and guidance.

§  Check your PirateMail on a regular basis for current information about what is happening in the course, the Graduate School for Education, and the University in general. With Park moving towards using a "paperless" system, it is critical you be able to receive and send important communication via Park's PirateMail system. For specific information regarding PirateMail, see undergraduate catalog.  If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024.

§  Complete reading assignments prior to the class session, bring textbook(s)/materials to class, and consistently contribute meaningfully to class discussions. You are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small group projects, and any other type of in-class and online activities that may occur.

§  Conduct yourself in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism) and the School for Education (i.e., teacher dispositions), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors; attending respectfully to others who are sharing information with the class or group; and being flexible to unforeseen changes in the course syllabus.

§  Use current APA style in all aspects of written assignments (e.g., double-space, indent paragraphs, page numbers in upper right, correct in-text citations, references, etc.).  Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment (i.e., minimum of 10% of total grade), as will style, spelling, and format errors. In professional writing, past tense is generally accepted.  Avoid using contractions, personal pronouns, or slang expressions. You MUST use people-first language (e.g., individuals with disabilities; students with learning disabilities). You are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance. 

§  Follow regulations detailed in the Park University 2009 – 2010 Undergraduate Catalog

http://www.park.edu/undergrad/2009_10_undergradcat.pdf and the undergraduate student handbook, Park University Handbook for the Professional Team, School for Education, Revised Spring 2007,

http://www.park.edu/education/documents/NewHANDBOOKRevisedSP07_007.pdf

Course Topic/Dates/Assignments:

 

* The following course schedule of topics indicates dates for readings and assignments to be done. It is tentative for several reasons:  (1) class discussion may indicate content changes; and (2) as we progress, we may decide to devote more or less time to a topic. Subject to the above, we will follow the schedule.  Unless we agree in class to a change in assignment due dates, they will remain as indicated.

 

Week 1 Class Introduction/ Importance of math aptitude/attitude

            Powerpoint

                        Curriculum

                        Effective Math Teachers

                       

            Attitude/Aptitude Inventory

             Journal Reflection -Why do I want to teach Math? (1 page)

 

Week 2 Instructional Activities and Diversity

            Chapters 1-2

            Powerpoint

                        Best Practices

Overview of Math Assessment

            Journal Reflection – What is my part as a teacher in education? (1 page)

 

Week 3 Lesson Design, Early Childhood

            Chapters 3-4

            Powerpoint

                        Overview of Differentiated Instruction

                        Students with Math or Disability problems

            Journal Reflection Core Assessment I- (2-3 pages)

A) Describe your student, the classroom environment, also include the district demographics, (race, SES numbers etc), size of the district, number of teachers, general outcomes on MAP testing, and financial standing.

B) Describe your pre-assessment strategies based on what you know about the information in part “A”. While listing your strategies describe your learning goals, what you intend to find out, teach, and assess for growth. Describe (initially) what you are looking for as an indicator for success.

 

Week 4 Whole Numbers

Chapters 5-7

Mini lessons 1

Journal Reflection – Core Assessment II- (2 pages)

A) Discuss your pre assessment results and describe your plan for intervention.

B) Discuss in detail your plan for instruction and remediation.  What do you plan to do and why?

 

 

 

 

Week 5 Fractions, Decimals and Percents

            Chapters 8-9

            Mini lessons 2

            Journal Reflection – What lesson did I observe that seemed to be most effective and why? (1 page)

 

Week 6 Measurement and Geometry

            Chapters 10-11

            Mini lessons 3

            Journal Reflection – What is good teaching? (1 page)

 

Week 7 Data Analysis and Probability

            Chapter 12

            Mini lessons 4

            Journal Reflection – How comfortable am I with Data analysis? (1 page)

 

Week 8 Effective Practice

            Chapter 13

Mini Lessons 5

            Journal Reflection – What is a “life long learner”? (1 page)

 

Week 9 Check and Change (if needed)

Mini Lesson 6 – Your choice!

Core Assessment III- (1 page)

A) Using formative evaluation methods, describe how your teaching is going and how you know that your student is succeeding. What changes will you need to make to your instructional plan?

 

Week 10 Reflection I

Due: TWS

Due: First draft of SFE Essay- Bring essay to class for peer editing.

 

Week 11 Reflection II

            Due: 2nd Draft of SFE Essay-

            Mini Lessons 7

 

Week 12 RESOURCE NOTEBOOK

            Due: Resource Notebook

            Mini Lessons 8

            Core Assessment IV-  (1-2 pages)

                   A)   Using formative evaluation methods, describe how your teaching is going and

how you know that your student is succeeding. What changes will you need to make to your instructional plan?

 

 

 

 

Week 13 Summation!!!

            Core Assessment V- (1 page)

A)   Describe in detail your summative assessment strategy- indicators for success.

 

Week 14 How did I do?

            Core Assessment VI- (2 pages)

                        A) Describe the results of your summative assessment. Did your student make growth? To what extent were you successful?

                        B) Write a conclusion describing your final thoughts about your experience.

 

Week 15 Finishing up!

Due: Core Assessment

Due: SFE Essays (To Carol Williams)

 

Week 16 Enjoy your winter break!

             

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

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Last Updated:8/10/2010 3:20:33 PM