CHAMINADE UNIVERSITY

ED 405 K-12 Math Methods

Fall 2007

 

Instructor:   

Cynthia Mew,

B.Ed., elementary education,

M.Ed., special education

[email protected]

[email protected]

524-5761(h)

733-4832(w)

Office Hours:          

e-mail requests will be answered in the evenings by the next day

Required Text:

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. ISBN 0131175742

WebCT:

Go to:  http://webct.chaminadeedu

Choose “login to my WebCT” and enter your student password.  The course will be listed on the left side of the screen.  Follow the commands. 

If you do not see your course listed or have difficulty logging in, please contact Jon Nakasone at [email protected]

 

Assignments specified must either be deposited to MathGrades on WebCT or livetext.com.  Do Not post assignments on the discussion board unless specified.  Individual accountability for grading purposes is emphasized in this course.

 

Livtext:

This new component of online courses is for signature assignments.  Login to LiveText at www.livetext.com

Catalog 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.

Program Outcomes

1.      Students will be able to write differentiated, grade appropriate lesson plans, incorporating research-based, validated instructional strategies reflecting K-12 math curriculum content as described in the Hawaii DOE Performance Standards.

2.      Students will be able to diagnose and write a prescriptive remedial plan for students with learning difficulties in math.

Student Learning Outcomes:

Outcomes

How Outcome will be Measured

 

1.                  Demonstrate competency in mathematical content knowledge.

2.                  Plan and implement mathematics lessons that engage students in active, hands-on, problem-based learning experiences.

3.                  Analyze student work to diagnose misconceptions.

 

 

4.                  Engage in self-directed learning by accessing up-to-date research in the field as well as preview programs being used in classrooms.

1.      Students will write lesson plans appropriate to their students.

2.      Students will adapt lesson plans to meet the needs of struggling learners.

 

 

 

3.      Students will do an error analysis and write up corresponding next steps.

4.      Students will summarize main points learned about topics such as dyscalculia.

 

Students will look over math programs being used in the school and state pros, cons, and possible additional supplements

Academic Requirements

This course is organized into 10 sessions. Participants should plan to spend approximately 4½ hours per week online (accessing WebCT/livetext. In addition, participants should plan to spend additional time reading the course text, researching and reflecting on course concepts.

 

Signature Assignment:

IEP Goal and 3 sub-objectives.  Unit Plan to address IEP needs consisting of a minimum of 5 lesson plans.  Included in this plan will be a detailed description of how you intend to adapt instruction for the struggling students.

 

Other Assignements:

Assignments will be due each week.  It is due by 12 midnight each Tuesday.  Topics include:

·        Access to the math strands

·        Review of multisensory program

·        Definition of dyscalculia

·        Listing of concrete manipulatives

·        Weekly assignments from the text

 

Due Dates and Time:

Please submit assignments as directed. If assignments are submitted incorrectly 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.  Most assignments are not to be posted to the discussion board. 

Grades and comments will be posted to Math Grades. If you do not receive a grade from me within a week, please contact me to verify that I have indeed received your material.  After the due date and time, submissions to Math Grades are timed so that it will not be accepted.

 

Late Work

Late work is generally not accepted. If your weekly assignments must be late, please email me via email privately using either of the e-mail addresses listed above regarding your need to be late. Valid reasons might include serious illness or emergency. Being busy or having computer problems is not considered a valid excuse.  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.

Grading Scale:

A:  90 – 100               B:  80 –  89                C:  70 – 79

 

 

University Policies

Academic Honesty

Academic honesty is an essential aspect of all learning, scholarship, and research. It is one of the values regarded most highly by academic communities throughout the world. Violations of the principle of academic honesty are extremely serious and cannot be tolerated.

Students are responsible for promoting academic honesty at Chaminade by not participating in any act of dishonesty and by reporting any incidence of academic dishonesty to an instructor or to a university official. Academic dishonesty may include theft of records or examinations, alteration of grades, and plagiarism.

 

Plagiarism

Plagiarism is the offering of work of another as one's own. Plagiarism is a serious offense and may include, but is not limited to, the following:

1. Complete or partial copying directly from a published or unpublished source without proper acknowledgment to the author. Minor changes in wording or syntax are not sufficient to avoid charges of plagiarism. Proper acknowledgment of the source of a text is always mandatory.

2. Paraphrasing the work of another without proper author acknowledgment.

3. Submitting as one's own original work (however freely given or purchased) the original exam, research paper, manuscript, report, computer file, or other assignment that has been prepared by another individual.

 

Attendance

Students are expected to attend regularly all courses for which they are registered. They should notify their instructors when illness prevents them from attending class and make arrangements to complete missed assignments. When illness or personal reasons necessitate continued absence, the student should officially withdraw from all affected courses. Anyone who stops attending a course without official withdrawal may receive a failing grade.

 

 

 

 

 

Weekly Assignments:

Week

Topic

 

Pts

Due

1

General Info

Chapter 1

 

·        Instructional Activities

  5

10/9

2

Chapter 2

Chapter 3

·        Diversity

·        Lesson Design & Access

10

10/16

3

 

Chapter 4 (categorization & thinking)

Chapter 5 (learning disability/figure ground)

·        Continuum

·        Young Children’s Development

 

·        Whole Number & Numeration

10

10/23

4

 

Chapter 6 (visual impairments)

·        Dyscalculia

·        Adding & Sub Whole #s

10

10/30

5

 

 

Chapter 7(error patterns)

Chapter 8 (ADHD)

·        Review of Math Program

·        Multiplying & Dividing Whole #s

·        Fractions

10

11/6

6

Chapter  9 (physical impairment)

Chapter 10(cognitive disabilities)

Chapter 11(memory deficits

Chapter 12(error analysis)

·        Decimals/%

 

·        Measurement

 

·        Geometry

 

·          Data

 10

11/13

7

 

 

 

·        Concrete Manipulatives

·        Touch Math

10

11/20

8

Part 1 of 3 of Signature Assignment

 

·          IEP Goals and Objectives

10

11/27

9

Part 2 of 3 of Signature Assignment

·          Unit Plan + 1st lesson of 5

10

12/4

10

Part 3 of 3 of Signature Assignment

·          Unit Plan (4 lessons of 5)

15

12/11

 

Total Pts

 

100

 

 

 

 

 

 

 

Mathematics Unit(Signature Assignment)                                                      

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:

 

Required Components

Points Due 11/27

Points

Due 12/4/07

Points Due 12/11/07

IEP

1 Measureable Goal

3 sub objectives (condition, behavior, criteria)

 

10

 

 

Overview of the unit, including

Goals.

General description of unit activities.

Connections to other subjects and to the real world

Connection to the state standards

 

1

 

Learning outcomes that are

Measureable and related to IEP objectives

 

 

1

 

Assessment instruments that

Are connected to learning outcomes.

Include well-defined rubrics.

Use multiple methods to identify students’ knowledge and skills.

Include accommodations for diverse learners.

 

1

 

Lesson Plans  (minimum of 5) 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 (not necessarily all in the same lesson).

Are sequenced to develop the students’ understanding.

 

5

15 pts

 

Adaptations for diverse learning needs.

 

1

 

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

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

 

1

 

Total – 35 pts

10

10

15