University of Texas at El Paso
College of Education
Department of Teacher Education

ELED 3310
"Teaching Mathematics in the Elementary School"

Instructor: Dr. Mourat A. Tchoshanov Office: EDUC603 Phone: (915) 747-7668 Fax: (915) 747-7441 E-mail: mouratt@utep.edu

Semester: Sections: Room: Office hours:

Required Text

Van de Walle, John A. Elementary and Middle School Mathematics: Teaching Developmentally. Longman (www.longman.awl.com).

Recommended Manipulative Kit

Cuisenaire Manipulative Starter Kit. Cuisenaire Company of America (www.cuisenaire.com).

Course Objectives

1. Introduce the students to contemporary learning theories and innovative techniques of teaching and learning elementary and middle school mathematics.

2. Familiarize the students with general and content methods of teaching and learning elementary and middle school mathematics based on the national and local Standards.

3. Provide the students an opportunity to create a successful learning environment in elementary and middle school mathematics.

4. Help the students overcome challenges of teaching mathematics, reflect upon and grow from their own experiences of learning and teaching mathematics.

Course Syllabus

Course Structure

Each class session will consist of a variety of activities including brief lectures, group presentations, and discussions, individual and group problem-solving, teaching micro-lessons, and peer interviews. Classroom activities will be based on using manipulatives, graphing calculators, computer-based laboratories, mathematical software application, and the Internet. Most of the teaching episodes will be micro-lessons created and taught by students. Discussion will focus on how the lessons exemplify the given Standard, on how to assess the effectiveness of the lesson, and on modifications and improvements. The goal is to create a community of reflective practitioners, acting and reflecting on teaching elementary and middle school mathematics, and learning how to become effective teachers of mathematics.

Course Requirements

1. It is expected that students will attend all classes and actively participate in class discussions. Students are expected to prepare for each class session. If a student misses a session, it is the responsibility of the student to make up for it.

2. On-going math journal writing including student’s own thoughts, questions, and classroom reflections. Student journals will be collected and rated at least twice during the semester.

3. Group presentations to be discussed in class – each group must distribute an outline of their presentation.

4. Teaching Micro-lesson in class (15 min): each student will present one micro-lesson to their peers on a chosen grade level. Student-teacher must distribute the lesson plan with examples of classroom activities.

5. Videotaping Actual Lesson Fragment (20-25 min): every student will arrange to have a videotape of his/her lesson taught in an actual classroom setting at the elementary or middle school.

6. Problem Solving Interview: each student will have opportunity to interview peers, and elementary or middle school students and complete protocols of problem solving process. Two exemplary protocols (one of each) will be included in the portfolio.

The Complete Portfolio must include the following 5 components (all assignments, except videotape, are to be type-written, double-spaced, 12 pt. Font, 1 inch margins):

Outline of Group Presentation (5-7 pages) on a teaching approach or technique (both positive and negative aspects) from the textbook and/or a published resource.

Two Exemplary Problem Solving Protocols (1-2 pages each) of peer/student interviews (one of each), including the description of problem solving process (how the problem was solved, what techniques have been used, what questions have been asked, etc.).

Two Exemplary Lesson Plans (5-7 pages each) for the chosen grade level, including detailed description of teacher’s and students’ actions and a set of classroom activities related to the Standard. One of the lesson plans is for teaching micro-lesson in class, and the second one – for lesson videotaped in an actual classroom setting at school.

Lesson Videotape (20-25 min) should include a fragment of student’s teaching of mathematics in an actual classroom setting in one of the elementary or middle schools.

Reflection-paper (8-10 pages) on teaching and learning of elementary and middle school mathematics. This paper might include reflections from student’s journal and reflections on observed and conducted lessons and presentations.

Grade Distribution

Classroom participation/preparation/discussion	15%
Portfolio:
#1 – Outline of Group Presentation	10%
#2 – Two Exemplary Problem Solving Protocols	10%
#3 – Two Exemplary Lesson Plans	10%
#4 - Lesson Videotape	15%
#5 – Reflection-Paper	15%
Teaching a micro-lesson	15%
Journal	10%

Grading Scale:

90 – 100 = A (Excellent – 4.0)	80 – 89 = B (Good - 3.0)
70 - 79 = C (Average - 2.0)	60 - 69 = D (Passing - 1.0)
0 - 59 = F (Failure - 0.0)

Deadlines
Course drop -
Complete Portfolio -

Notes

• Lateness to class is strongly discouraged. Many classes will begin with a group activity or journal assignment. Your group will depend upon you to be present and prepared for class. Missed assignments must be completed.

• The schedule of topics and reading assignments may change over the course of the semester. Any changes to the syllabus will be announced in class. Every student is responsible for these changes whether or not he or she is present in class. It is recommended that students exchange telephone numbers &/or e-mail addresses with a few of their colleagues.

• Please hand in all written assignments on the date they are due. One-half of a letter grade will be deducted for late assignments.

• Please feel free to speak to me regarding any questions or concerns. You can reach me during office hours (by appointment), speak to me after class, call or e-mail me.