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Course Description:

This course focuses on how children learn mathematics with implications for teaching mathematical concepts, skills, problem-solving and critical thinking. Further, the course provides a basis for understanding the changing mathematics curriculum, offers opportunities to plan and evaluate instructional techniques and materials, and examines the integration of math with other content areas.

Course Purpose:

This course is designed to assist students in their pursuit of professional competencies related to P A Instructional Learning Principles, La Salle University's Department of Education goals, the NCTM Principles and Standards for School Mathematics (2000), and NCTM Process Standards.

P A Instructional Learning Principles

(A)	The teacher understands the central concepts, tools of inquiry, and structures of the discipline the teacher teaches and can create learning experiences that make these aspects of subject matter meaningful for all students.
(B)	The teacher understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social, career and personal development.
(C)	The teacher understands how students differ in their ability and approaches to learning and creates opportunities that foster achievement of diverse learners in the inclusive classroom.
(D)	The teacher understands and uses a variety of instructional strategies, including interdisciplinary learning experiences, to encourage students' development of critical thinking, problem solving and performance skills.
(E)	The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
(F)	The teacher uses knowledge of effective verbal, nonverbal and media communication techniques supported by appropriate technology to foster active inquiry, collaboration and supportive interaction in the classroom.
(G)	The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.
(H)	The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
(I)	The teacher thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship and actively seeks out opportunities to grow professionally.
(J)	The teacher contributes to school effectiveness by collaborating with other professionals and parents, by using community resources, and by working as an advocate.

NCTM Principles and Standards for School Mathematics (2000)

1. Equity

2. Curriculum

3. Teaching

4. Learning

5. Assessment

6. Technology

NCTM Process Standards

1 Problem Solving

2. Reasoning and Proof

3. Communication

4. Connections

5. Mathematical Representation

6. Number and Operations

7. Algebra

8, Geometry

9. Measurement

10. Data Analysis and Probability

Course Objectives:

1.	Understand the psychology of learning and be able to apply psychological principles in teaching mathematics.
2.	Understand and be able to interpret instructional issues in school mathematics and directly apply principles of classroom management, instruction, and organization during children' s mathematics workshops.
3.	Understand and be able to apply principles of curriculum planning, development, and evaluation in hands-on experiences with students of grades K-6 during children's mathematics workshops.
4.	Suggest accommodations/adaptations of math instruction and materials to meet individual difference in performance and conceptualization.
5.	Be familiar with, and able to use, a variety of commercial and teacher-made resources and materials, including manipulative, appropriate for the age and ability of the students.
6.	Be familiar with current research in mathematics education, for example, research on effective teaching, problem solving, and concept learning.
7.	Be able to implement appropriate use of computers, videotapes, audiotapes, and/or. other kinds of audio-visual equipment in the classroom.
8.	Be adept in reading, writing and questioning skills as they relate to mathematics instruction.
9.	Be skillful and knowledgeable in a wide range of heuristics in problem solving.
10.	Be able to evaluate commercial materials available for teaching mathematics.
11.	Gain a more positive attitude toward mathematics and the teaching of mathematics.
12.	Use children's literature as a springboard for mathematical investigations in order to establish authentic contexts for mathematical learning.
13.	Evaluate and use media communication techniques supported by appropriate technology.

Instructional Methodology in Course:

The intent of the following diverse methodology is to create a dynamic and engaging learning environment to facilitate the student in acquiring the stated objectives.

1. Lectures

a.	Feedback Lecture - A mini lecture, followed by group work session. Students work in small groups to discuss pre-determined question OR
b.	Guided Lecture - Lecture objectives are given - No note taking is permitted during the lecture - Subsequently, students write everything they can about the lecture - Small groups share and reconstruct the lecture OR

c.	Responsive Lecture ~ Lecture based on open-ended, students generated question OR
d.	Lecture with Note-taking Guide

2. Short Writing Exercises

a.	Response to questions that summarize a previous lecture
b.	Responses to supplemental readings

c.	Relating prior experiences/observations/opinions

3. Workshops

a.	Problem-solving situations
b.	Exercise upon which to base reflections

4. Cooperative Learning Arrangements

5. Student Presentations/Lessons Simulation

6. Readings and Analyses

7. Videotapes for analysis, substantiation, and demonstration

8: Portfolio

9. Student Instructional Sessions

Course Readings:

1.	Reddens, J. W., and Speers, W.R. (2001). Today's Mathematics (10th Edition). New York: John Wiley and Sons, Inc.
2.	Welchman - Tischler, R. (1992). How to Use Children's Literature to Teach Mathematics Reston, VA: NCTM, Inc.
3.	Supplemental articles
4.	Community Service: Children's Math Workshops Handbook

Course Overview:

THE SCHEDULE AND PROCEDURES IN THIS COURSE ARE SUBJECT TO CHANGE IN THE EVENT OF EXTENUATING CIRCUMSTANCES.

1. Module #l on Math Instruction

a.	Course Syllabus, Expectations, NCTM Standards
b.	An Innovative, Constructivist Approach (addition)

c.	The Traditional, Direct Instruction Approach (division)

d.	Cooperative Learning (assignment)
e.	Assessment Issues
f.	TEST #1

2. Module #2 on Math Curricula

a.	Problem-solving
b.	Reasoning/Estimation

c.	Connections (Children's Literature) and Communication (Facilitated by Manipulatives)

3. Module #3 on Specific Math Concepts

a.	Addition/Subtraction-children's sessions
b.	Multiplication/Division-children' s sessions

c.	Fractions-children's sessions

d.	Decimals-children's sessions
e.	Reflections and portfolio submission

Course Requirements

1.	Attendance/Participation
	Students are required to participate actively in small and large group activities and to remain CURRENT in assigned readings and projects. Attendance is expected. Students are responsible for any work missed during an absence. Participation constitutes part of the final grade.
2.	Group Work/Portfolio/Reflections
	Students will work cooperatively to prepare for children's sessions on a specified math topic or varied math topics, as the group determines. This work will require outside-or-class meetings. Refer to the assignment guide for instructions on preparing for the children's sessions, the portfolio, and the reflections.
3.	Tests
	Two interim tests will be administered.
	Advance arrangements for rescheduling of examinations is necessary.

Course Grading:

Participation & Attendance	10 Points
Group Work/Portfolio Reflections	25 Points
Interim Exams	25 Points Each

Grading:

A	93-100
B	92-85
C	84-77
F	76 and below