CALIFORNIA STATE UNIVERSITY, SACRAMENTO
COLLEGE OF EDUCATION

 

 EDTE 314: Mathematics Curriculum and Instruction for the Diverse K-8 Classroom

 

Professional Development Center: Kingswood Elementary School

San Juan Unified School District

 

 

Daniel C. Orey, Ph.D.

Professor of Mathematics and Multicultural Education

Office Hours: TBA by appointment (Eureka 214)

 

Did you know?

 

SDAIE Teaching Strategies

Mathematics and Other Related Resources

Explicit Direct Instruction Lesson Plan (EDI)

Program Uses Culture To Help Math Add Up

The Problem with Words in Mathematics: A Strategy for Differentiated Instruction

 

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The Photographic Record  of my Amazing and Talented Pre-Service Teachers in Action (zip files)

 

Support needed for ELL students in Mathematics vs Language Arts

 

 

FOTOS

 

GENERAL COURSE GOALS: The NCTM (National Council of Teachers of Mathematics) states, “A major goal of  mathematics is to help children develop the belief that they have the power to do mathematics. This autonomy develops and grows as children gain confidence and learn that mathematics is not simply memorizing rules and procedures but that mathematics makes sense, is logical, and is enjoyable.” Knowing mathematics involves doing mathematics. The goal of this course is to introduce preservice teachers to the knowledge, skills and dispositions that will enable them to pass along enjoyment and confidence in mathematics to their elementary students.

 

Texts:

 

Expected Outcomes:

  1. Candidates will be able to demonstrate understanding and the ability to teach to the state-adopted academic content standards reflecting the current California Mathematics Framework.

  2. Candidates will be able to recognize and teach logical connections across major concepts and principles in the state adopted content standards for students in Mathematics.

  3. Candidates will be able to understand and effectively use materials, methods, and strategies for all students (i.e. ELD, special needs, gifted), providing them access to the core curriculum and beyond.

  4. Candidates will be able to help students solve real-world problems using mathematical reasoning and concrete, verbal, symbolic, and graphic representations.

  5. Candidates will be introduced to and create a mathematical teaching/learning environment that uses a variety of teaching strategies which address access, equity and the importance of the student’s family and cultural backgrounds and experiences in relation to mathematics education in California.

  6. Candidates will be able to select and integrate the appropriate technological resources for their relevance, effectiveness, alignment with mathematics content standards, and value added to all student learning.

  7. Candidates will be able to build self-confidence so that they can become successful math teachers who develop a philosophy of mathematics education linked to on-going professional development

  8. Candidates will be able to acquire a set of mathematics activities and resources to work with students of diverse abilities.

  9. Candidates will become familiar with the concepts of lesson pacing, level of student involvement, checking for understanding, mastery versus performance learning, and general classroom management of mathematics instruction.

  10. Candidates will demonstrate the ability to select, administer, and interpret informal and formal assessment tool(s) to assess student’s understanding of mathematics, including appropriate measures for initial, progress monitoring, and summative assessment of English learners for math content knowledge in the core curriculum.

  11. Candidates will be able to understand and effectively use systematic instructional strategies designed to make grade appropriate or advanced math curriculum content comprehensible to English learners.

 

Course Requirements:

 

 Because of the service nature of this course, students must attend all class sessions and participate seriously and spontaneously in class discussions and microteaching labs.  Absences (excused or not) will result in a lowered course grade: one/half grade lower per absence. Ex. 1 absence = highest possible grade = A-; two absenses = highest possible grade = B+, etc. (Promptness is expected. Tardiness will result in a lowered grade.)

 

The Signature Assignment must be completed satisfactorily to pass this course.

 

Late Work is not accepted, however, I reserve the right to make an exception based upon compelling reasons, however a 50% reduction in grade will be assessed. If the quality of the work is not up to graduate level or in accordance with the class instructions, the student may be given one opportunity to redo the assignment with a 50% reduction in grade.

 

Notification of Special Needs: Consistent with University policy, students must file a form with the Students and Disabilities Office and provide the instructor of all classes with a copy of the form by the end of the 2nd week of classes. In this way, we can accommodate the needs of students with disabilities.

 

Incompletes: Please note that a grade of Incomplete must be awarded in accordance with University policy-there must be a specific, identifiable course requirement that needs to be met due to unforeseen but fully justified reasons, and that there is still a possibility of earning credit. Students have two semesters to complete the work. (Fall 2005 inc. due by Dec 18, 2006).

 

Course Assignments (pass/fail):

 

Tutoring / Log (50%) - one page reflection about your tutoring from the week before. 

 

Algorithm Collection Project  (25%) - find and interview a newly arrived immigrant adolescent / young adult (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/Alg.html).

 

Midterm / Final Activities  (25%)