Lesley University School Of Education

EEDUC 5102.N9014
Methods and Materials for Teaching Elementary School Mathematics

Spring 2009
Second Weekend
Mansfield
April 24th, 25th, 26th

Rita A. Gordon
rgordon3@lesley.edu
617.349.8642
Office in University Hall 2nd floor 084
Office hours by appointment

Course Description:
Mathematics in the United States has historically been a difficult field because it has not
always taken children’s developmental and learning needs into account. In this course, we
support learners gaining knowledge needed to teach school-age children and increase
competency in the mathematics itself. A variety of materials and models are used to show
connections to daily life, and many different approaches to mathematics are investigated.
Relevant children’s literature and technology are also emphasized.

Course Goals:
The purpose of this course is to develop an ability to teach mathematics in the elementary
grades. It does not assume that one has a particular interest, ability, or experience in this
area. It does assume, however, that one wants his/her students to enjoy mathematics,
believe that mathematics is useful and makes sense, and to feel confident in their ability
to do mathematics. In order to achieve this purpose, we will explore how children learn
mathematics, engage in the doing of mathematics, and investigate an array of
instructional strategies.

Required Texts and Materials:

Van De Walle, John (2007) Elementary and Middle School Mathematics: Teaching
Developmentally. Boston: Longman. 6th edition.

Massachusetts Mathematics Curriculum Framework, Massachusetts Department of

Education, November 2000 www.doe.mass.edu/frameworks/current.html

Supplement to the Massachusetts Mathematics Curriculum Framework, Massachusetts

Department of Education, May 2004 www.doe.mass.edu/frameworks/current.html

Math at Hand: A Mathematics Handbook (2004). Great Source Education Group.

NOTE: You will need to bring the following materials to every class: a (3”) 3-ring
notebook for handouts, markers or crayons, tape, plain white paper, scissors, pencil, pen,
ruler, compass, protractor, glue stick, dice, stapler, & calculator.

Recommended (not required) Texts

Dacey, L. & Salemi R.E. (2008). Math for all: Differentiating math instruction, K-2.
Sausalito, CA: Math Solutions.

Dacey, L. & Lynch. J.B. (2008). Math for all: Differentiating math instruction, 3-5.
Sausalito, CA: Math Solutions.

Stenmark, J., Thompson, V., and Cossey, R. (1986). Family math. Berkeley, CA: The
Regents of the University of California.

Baratta-Lorton, M. (1976). Mathematics. their way. Addison-Wesley

Burns, M. (1987). A collection of math lessons from grades 1 through 3. Sausalito, CA:
Marilyn Burns Education Associates.

Burns, M. (1987). A collection of math lessons from grades 3 through 6. Sausalito, CA:
Marilyn Burns Education Associates.

Goodman, J. (1992). Group solutions: Cooperative logic activities for grades K - 4.

Berkeley, CA: The Regents of the University of California.

Russell, S. and Corwin, R. (1990). Used numbers: Sorting groups and graphs. Palo Alto,
CA: Dale Seymour Publications.

Sherman, Helene, Richardson, Loyd and Yard, George (2005). Teaching Children Who
Struggle with Mathematics. Pearson, Columbus, Ohio.

Hudson, Pamela and Miller, Susan (2006) Designing and Implementing Mathematics
Instruction for Students with Diverse Learning Needs. Pearson, Columbus, Ohio.

Fosnot, Catherine Twomey and Dolk, Maarten (2001). Young Mathematicians at Work:
Constructing Number Sense, Addition and Subtraction. Heinemann, Portsmouth, NH.
 Course Outcomes
• Demonstrate how to create a learning
environment that supports and
encourages math discussion with
discourse.
• Create classroom opportunities for
learning that recognize the impact of
the Massachusetts State Frameworks,
NCTM Focal Points and MCAS testing.
• Demonstrate enhancement of
mathematical concepts using
manipulative that model key
mathematical concepts.
• Implement techniques for diagnosing
and assessing students needs as these
needs inform future instruction.
• Diagnose needs and plan future
instruction based on sample of student
work.
• Implement the use of both fiction and
non-fiction children’s literature in to
order to connect children to real life
problem solving situations.
• Recognize and support problem
solving and problem solving strategies
as key to the development of
mathematical understanding.
• Learn to integrate mathematical
vocabulary with daily instruction in
mathematics.
• Demonstrate the ability to enhance
math instruction through the use of
appropriate technology.
• Design and implement mathematical
based curriculum units that are
enhanced through music, art, drama,
and movement, with a clear
Assessment
1. In-class assignments
2. Reflective Journal
1. In-class assignments
2. Instructional Lesson Plans
1. Interview with Child
2. Problem Solving Strategy
Presentation
1.In-class Assignments
2. Interview with Child
1. In-class assignments
2. Homework
1. Problem Solving Strategy
Presentation
2. Instructional Lesson Plans
1. Problem Solving Strategy
Presentation
2. Instructional Lesson Plans
1. Reflective Journal
2. Instructional Lesson Plans
1. Interview with Child
2. Instructional Plans
1. Problem Solving Strategy
Presentation
2. Instructional Lesson Plans
mathematical emphasis and respect for
differentiated instruction that supports
ELL, SPED, and culturally diverse
learners.

Evaluatio
n
% of
Assignment What is It? grade Date Due

Attendance and Class Participation 10%

1 Reflective Journal (1st weekend) 10% Mar 26

(2nd weekend) Apr 23

2 Interview and Report/ 30% Apr 24

Reflection Form

Problem Solving Strategy

3 Presentations 20 % Apr 24
Apr 25
Apr 26

4 Instructional Plans 30% May 11

• All requirements of assignments will be discussed in class as well as a handout

will be distributed detailing the assignment.
• It is expected that every student attends class and is on time prepared to
participate. Unless severe circumstances exist or prior arrangements have been
made, grades will be lowered on all late assignments not completed on time.
 • All written work must be submitted as hard copy, use 12 point font (any font,
excluding script is fine), double spaced with 1 – 1.25” margins on all sides,
proofread, professionally prepared, and follow APA format.
• Assignments that receive a grade that is lower than a B- may be resubmitted, one
time, on a schedule determined with the instructor. However, the highest grade
that a resubmitted assignment can receive is a B-.

Evaluation Criteria
Criteria for final grading are as follows:

A >94 The student demonstrates all required competencies at an exemplary level

at the times specified by the instructor. Details of assignments are highly
developed. Knowledge, application and synthesis of readings, concepts,
and strategies are demonstrated at an exemplary level. Products and
performances are worthy of dissemination beyond the class. Class
attendance and participation are an exemplary level.

A- 90-93.9 The student demonstrates all required competencies at expected graduate

level standards and are submitted or demonstrated on time. Details of
assignments are highly developed. Knowledge, application and synthesis
of readings, concepts, and strategies are demonstrated at a proficient level.
Class attendance and participation are an acceptable level.

B+ 87-89.9 The student demonstrates required competencies at a satisfactory level.

Most products and performances are submitted or documented on time and
demonstrate attention to detail, and application of ideas and concepts at a
satisfactory level. Class attendance and participation are at an acceptable
level.

B 83-86.9 The student demonstrates all required competencies at a marginally

adequate level. The student is sometimes late in submitting products or
demonstrating performances. Some understanding, application and
synthesis of readings, concepts and strategies are demonstrated. Class
attendance and participation are at a minimally acceptable level.

B- 80-82.9 The student demonstrates all required competencies at below standard

graduate work. The student is often late in submitting products or
demonstrating performances. Understanding, application and synthesis of
 readings, concepts, and strategies are at a superficial level. Class
attendance and participation are at a minimally acceptable level.
C < 80 The student does not demonstrate required competencies. Graduate course
credit is not granted.

Session 1 (Friday, April 24, 2009)

5:00 – 5:30 Welcome Back

Share Interview Assignment

5:30 – 6:30 Overview- Statistics and Probability Chapter 22

Creating and Interpreting Graphs
Constructing Circle Graphs

6:30 - 7:15 Dinner

7:15 – 8:15 Probability Chapter 23

Spinners
Number Cubes

8:15 – 8:30 Break

8:30- 10:00 Glyphs

Reading: Van De Walle, Chapters 22 -23

Session 2 (Saturday, April 25, 2009)

8:00 – 9:30 Algebra- understanding equality Chapter 15

Growing Patterns

9:30 -10:15 Geometry overview Chapter 21

Identifying and Classifying Triangles/Quadrilaterals
Geoboards

10:15 – 10: 30 Break

10:30 - 12:15 Tangrams

Constructing and Measuring Angles
Pattern Blocks exploration- measuring interior angles

12:15 – 1:00 Lunch

1:00 – 3:00 Problem Solving Strategies presentations

3:00 – 3:15 Break

3:15 – 5:00 Final Project

Lesson Plan Development

Assignment: Read model lesson plan for final project

Reading: Van De Walle, Chapters 15, 20-21, & 23

Session 3 (Sunday, April 26, 2009)

8:00 – 9:00 Time for measurement Chapter 20

Non-standard/standard measurement
Metric system

9:00 – 10:45 Problem Solving Strategies presentations

10:45 - 11:00 Break

11:00 - 12:15 Connecting Math and Literature

Real life application

12:15 – 1:00 Lunch

1:00 – 2:30 Literature Connections

Present Big ideas

2:30 – 2:45 Break

2:45- 4:00 Fitting it altogether

National Standards
Standards 2000
Scope and Sequence
MCAS/Assessment

4:00 – 5:00 Work in project groups- Share lesson plans

 Focus on the understanding of the Massachusetts Frameworks
Evaluations

Assignment: Final Project

Lesley University Policies

Academic Integrity Policy
Academic honesty and integrity are essential to the existence and growth of an academic
community. Each member of the Lesley community is charged with honoring and
upholding the University’s policies and procedures governing academic integrity. Please
become familiar with the Academic Integrity Policy, which includes information about
documenting sources, plagiarism, cheating, fabrication, multiple submissions of work,
abuse of academic materials, complicity/unauthorized assistance, and
lying/tampering/theft. The complete policy can be found on the Lesley University web
site: http://www.lesley.edu/policies/catalog/integrity.html

Portfolio Information

Students in licensure programs are expected to engage in development of a portfolio to

document their growth during the period of their professional preparation. Students in
initial teaching licensure programs should plan to collect and reflect upon at least one
item from each course for inclusion in their portfolio. Details about the portfolio process
at Lesley are presented in Portfolio Guidelines for Initial Licensure booklet that may be
downloaded from the Lesley website at http://www.lesley.edu//soe.html or may be
obtained in hard copy from the Special Education Office. In addition, the process is
discussed in the EEDUC 5146 Issues in American Schooling, the introductory course for
several programs; at posted meetings each semester; and on videotape, available on
reserve at the Kresge Center. Questions regarding portfolios may be directed to Dr. Arlyn
Roffman at aroffman@lesley.edu.

Attendance Policy
In order to maintain the academic integrity of our programs depends on students
attending all scheduled class meetings. Students should discuss with faculty, in advance,
any portion of a class meeting they cannot attend. Absence from class may be reflected in
the student’s grade. The complete attendance policy may be found on the School of
Education web page at http://www.lesley.edu/soe/soe-policies.html#attendance.

Official Format for Student Work

All SOE students must use APA format for student papers, citations and bibliographies.
The complete policy may be found on the SOE web page http://www.lesley.edu/soe/soe-
policies.html. The abbreviated APA format can be found in the Ludcke Library manual
and may be purchased at the bookstore.
Disability Statement

Lesley University is committed to ensuring the all qualified students with disabilities are
afforded an equal opportunity to participate in and benefit from its programs and services.
To receive accommodations, a student must have a documented disability as defined by
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of
1990 (ADA), and provide documentation of the disability. Eligibility for reasonable
accommodations will be based on the documentation provided. The complete policy can
be found at http://www.lesley.edu/policies/catalog/disabiities.html.

If you are a student with a documented disability, or feel that you may have a disability,
please contact:

For students with learning disabilities or attention disorders:

Maureen Riley, Director of Academic LD/ADD Services
617-349-8464 (voice)
617-349-8558 (fax)
mailto:mriley@lesley.edu (email)

For students with physical, sensory, or psychiatric disabilities:

Laura Patey, Coordinator of Disability Services for Students
617-349-8194 (voice)
617-349-8544 (TTY)
617-349-8558 (fax)
mailto:lpatey@lesley.edu