CHAMINADE UNIVERSITY

ED605 K – 12 MATH METHODS FOR SPECIAL EDUCATION

Spring 2007

 

SYLLABUS

 

Instructor:        Cynthia Mew             

Email:             [email protected],

[email protected] (Lotus Notes)

Phone:            524-5761(h)

                        733-4832(DOE)

                        Please use the WebCT e-mail unless it is a personal request

Office Hours:  e-mail requests will be answered every evening; contact instructor with questions

 

Catalogue Description:

This course provides an overview and application of best practice mathematics instructional approaches, strategies, techniques, and assessment methods for students with mild/moderate disabilities in K-12 settings.

 

Course Description:

This course is to develop your knowledge of best practices in mathematics education and your ability to assess the needs of individual students and to select appropriate instructional strategies to meet their needs.

 

Textbook(s):

Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2005). Teaching Mathematics to All Children: Designing and Adapting Instruction to Meet the Needs of Diverse Learners (2nd edition). Saddle River , NJ: Merrill Prentice Hall.

 

Ashlock, R. B. (2005). Error Patterns in Computation: Using Error Patterns to Improve Instruction, 9th  edition.  Upper Saddle River, NJ: Merrill Prentice Hall.

 

Recommended Materials:

ETA/Cuisenaire. Hands-On Teaching Strategies for Using Math Manipulatives Kit (Choose one: Standard Kit, Standard Kit without Guide, or Economy Kit). Order online at www.etacuisenaire.com/JW: (Recommended, unless you have access to a variety of math manipulatives.)

 

Student Learning Outcomes:

Student will be able to:

1)     Demonstrate competency in mathematical content knowledge. (HTSB 5)

2)     Plan and implement mathematics lessons that engage students in active, hands-on, problem-based learning experiences. (HTSB 7; CEC 7)

3)     Use multiple types of assessments to identify exceptional learning needs. (HTSB 8; CEC 8).

4)     Analyze student work to diagnose misconceptions. (HTSB 8; CEC 8)

5)     Select, adapt and use instructional strategies and materials for teaching mathematics to students with exceptional learning needs.  (HTSB 1, 3;  CEC 4)

6)     Engage in group problem solving to develop, implement and evaluate collaborative activities. (HTSB 9; CEC 10)

 

Requirements:

1)     Weekly Assignments                                                      70 pts.

2)     Diagnosis and Remediation Plan & Presentation      10 pts.

3)     Mathematics Unit Plan                                                   20 pts.

            TOTAL                                                                       100 pts.

 

Late work is generally not accepted. If your weekly assignments must be late, please  email me privately regarding your need to be late. Valid reasons might include serious illness or emergency. For major projects, you must contact me PRIOR to the due date to make the necessary arrangements for the lateness of the project or it will be recorded as a zero. Special circumstances must be discussed with me prior to the due date.  Being busy or having computer problems is not a valid excuse.

 

Grading Scale:

A = 90-100 points

B = 80-89

 

Fewer than 80 points (C grade) will not be credited towards a graduate degree, and the student will have to repeat the course.

 

Attendance:

Attendance is measured by your participation online per week. You must log on at least twice a week to complete required assignments and post to the discussion board. Notify me immediately BEFORE THE DUE DATE if illness or other circumstances prevent you from participating or completing assignments on time. Otherwise, your grade will begin dropping. Please do not get behind. Anyone who stops participating in a course without officially withdrawing may receive a failing grade.

 

Academic Honesty:

Students are responsible for promoting academic honesty at Chaminade by not participating in or facilitating others’ participation in any act of dishonesty, and by reporting incidences of academic dishonesty.

 

How this course works:

This course is organized into 10 sessions. Participants should plan to spend approximately 4½ hours per week online (or more, as skills, Internet and time permit) exploring and examining Internet sites and related materials, responding to weekly discussion questions, and completing online assignments. In addition, participants should plan to spend additional time offline, reading the course text, researching the final project, and reflecting about the course concepts.

 

Instructions for maneuvering in WEBCT can be found in the WEBCT help section or the WEBCT online tutorial; contact Jon Nakasone for technical difficulties. It is my expectation that you are already familiar with using WEBCT or that you have taken the online help BEFORE the beginning of class. Please let me know if you are having difficulties. If you see your comments posted on the discussion board, then feel assured that I will see it too.

 

Assignments and Rubrics:

Please submit assignments as directed. If assignments are submitted incorrectly (e.g., discussions posted in the wrong week) you may not receive credit. Please remember that postings to the discussion board are open to all course participants; discussion should be professional and respectful of others. Individual assignments should be sent as email attachments to either of the e-mail addresses listed above by the assigned due date. They will be graded and returned via email. If you do not receive a grade from me within a week, please contact me to verify that I have indeed received your materials.

 

Diagnosis and Remediation:

WebCT Location:      Course Contents

·        Work cooperatively with other participants to analyze student work samples to diagnose errors and misconceptions.

·        Plan instructional strategies to remediate the misunderstandings.

 

Rubric: (10 points total)

10: Analysis of student errors is accurate, includes a rationale for the diagnosis and an explanation of possible sources of students’ misconceptions.

      Remediation plan engages students in active, problem-based learning experiences.

      Presentation is complete, clear, and professionally designed.

Presentation cites to support diagnosis and/or remediation strategies. References are listed in APA style.

8: Analysis of student errors is accurate, includes a rationale for the diagnosis.

      Remediation plan engages students in active learning experiences.

      Presentation is complete, clear, and professionally designed.

      Presentation includes a list of references.

6: Analysis of student errors is accurate, but rationale for is weak or unclear.

      Remediation plan engages students in active learning experiences.

      Presentation is complete and clear.

5:  Analysis of student errors is accurate but does not include a rationale for the diagnosis OR analysis is inaccurate but some explanation is included.

      Remediation plan addresses the error but does not actively engage students.

      Presentation is complete and clear.

 

Mathematics Unit Plan:

Select a topic that is developmentally appropriate for the students you teach, and plan a unit to develop the necessary knowledge and skills, using strategies appropriate to the students’ needs. The unit must consist of the following components:

 

Overview of the unit, including general description of the goals and organization, and connections to other subjects and to the real world. Rationale for unit is supported by current research.

Connection to state standards

2 pts: Overview meets standards as described.

1 pts: Overview is weak in one of the following: description, connections, or research.

 

Learning outcomes are measureable and related to IEP objectives

2 pts

Assessment instruments (including rubrics) that use multiple methods to identify students’ knowledge and skills. Assessment methods include accommodations for diverse learners.

3 pts: Multiple methods tied to learning outcomes; well-defined rubrics; accommodations included.

2 pts: Multiple methods; weak connections to learning outcomes; rubrics less well-defined; accommodations included.

1 pt: One method, weak connections, no rubric.

A minimum of 5 lessons that meet the following standards:

·        Connected to learning outcomes;

·        employ instructional strategies that engage students in active, hands-on, problem-based learning experiences;

·        include exploratory or developmental, practice, and application activities;

·        sequenced to develop the students’ understanding.

9 pts: All lessons meet standards as described, unit contains at least one exploratory or developmental lesson AND one application activity.

7 pts: All lessons approach standards as described, unit contains at least one exploratory/developmental lesson OR one application activity.

5 pts: At least two lessons approach standards as described; unit contains at least one exploratory/developmental lesson OR one application activity.

3 pts: Unit contains five correctly sequenced lessons, but lessons do not meet standards as described.

A detailed description of the way in which lessons may be adapted for diverse learning needs.

2 pts: At least two appropriate adaptations are clearly described.

1 pt: One appropriate adaptation is clearly described.

List of available resources, which may include manipulatives, games, websites, children’s literature, and journal articles.

2 pts: Minimum of five resources.

1 pt: Two-three resources.

List of references to textbooks and/or other resources used in planning the unit, in APA style.

 

Total

20 points