If you already read and wrote a comment on the articles about the use of calculators in the math classroom, I would like to invite you to read this new article on Technology:
http://www.reuters.com/article/technologyNews/idUSN2547885520080707?sp=true
Can you imagine a classroom where the only thing your student will need is a laptop, no textbooks, notebooks or even paper?
Do you see more students completing High School with these type of programs/schools?
What do you think are the advantages and disadvantages of programs/schools like this one?
Would you like to teach in a school like this? Explain.
Wednesday, July 29, 2009
Tuesday, July 28, 2009
BLOG DISCUSSION #2 -Educators Battle Over Calculator Use
WELCOME BACK!
You are required to post: minimum of 2 times (Wednesday to Friday).
· 1st post: is a detailed response to the question based on your knowledge and the reading materials.
· Others: Make a detailed comment, to express an idea, sharing a thought, responding to someone’s answers or thoughts. Having a dialogue and a discussion on line…..
· Required: To read what everyone is saying and reflecting….if they are quoting to defend their views you can do the same but be sure to read where it came from.
· If : The discussion is getting off topic and taking a different direction I might post and get everyone back on track and post other issues or articles for you to read. In this case you do not have to respond to me in particular but you can respond to what someone has said or you can respond….!
· I Need: Detailed posts…..a paragraph…not just “no” or “I disagree” Obviously you can post more than 1 time each day. Who knows how the discussions will go….!
BLOG DISCUSSION #2
Is there a place for both computation and calculators in the math classroom?
Read the following articles.
http://www.nctm.org/uploadedFiles/About_NCTM/Position_Statements/computation.pdf
http://www.education-world.com/a_curr/curr072.shtml
http://www.sedl.org/scimath/quicktakes/qt9803.html
After reading these articles and reading chapter 7 on your book:
* What is your position on this topic?
* Would you start to use calculators regularly in your mathematics classroom?
* Describe some of the benefits of using calculators regularly? Which on seem to you most compelling?
* What are some arguments against using calculators? Answer each argument against calculators as if you were giving a speech at your PTA meeting or arguing for regular use of calculators before your principal.
You are required to post: minimum of 2 times (Wednesday to Friday).
· 1st post: is a detailed response to the question based on your knowledge and the reading materials.
· Others: Make a detailed comment, to express an idea, sharing a thought, responding to someone’s answers or thoughts. Having a dialogue and a discussion on line…..
· Required: To read what everyone is saying and reflecting….if they are quoting to defend their views you can do the same but be sure to read where it came from.
· If : The discussion is getting off topic and taking a different direction I might post and get everyone back on track and post other issues or articles for you to read. In this case you do not have to respond to me in particular but you can respond to what someone has said or you can respond….!
· I Need: Detailed posts…..a paragraph…not just “no” or “I disagree” Obviously you can post more than 1 time each day. Who knows how the discussions will go….!
BLOG DISCUSSION #2
Is there a place for both computation and calculators in the math classroom?
Read the following articles.
http://www.nctm.org/uploadedFiles/About_NCTM/Position_Statements/computation.pdf
http://www.education-world.com/a_curr/curr072.shtml
http://www.sedl.org/scimath/quicktakes/qt9803.html
After reading these articles and reading chapter 7 on your book:
* What is your position on this topic?
* Would you start to use calculators regularly in your mathematics classroom?
* Describe some of the benefits of using calculators regularly? Which on seem to you most compelling?
* What are some arguments against using calculators? Answer each argument against calculators as if you were giving a speech at your PTA meeting or arguing for regular use of calculators before your principal.
Thursday, July 16, 2009
Discussion posted?
It is 5:40p now and I do not see any articles posted yet. I just sent an email. May not have a chance to get back online until tomorrow.
Blog Discussion
You are required to post: on 2 different days from Thursday to Sunday as many times as you want.
1st Post: is a detailed response to the question based on your knowledge and the reading material
Required: To read what everyone is saying and reflecting... if they are quoting to defend their views you can do the same but be sure to read where it came from.
Others: Make detailed comment, to express an idea, sharing a thought, responding to someone's answers or thoughts. Having a dialogue and a discussion on line...
If: The discussion is getting off topic and taking a different direction I might post and get everyone back on track and post other issues or articles for you to read. In this case you do not have to respond to me in particular but you can respond to what someone has said or you can respond...!
Blog Discussion Starts Here:
Principles and standards articulates the Council's belief that "mathematics can and must be learned by all students." (p.13) "Every child" means "no exception."
Thomas Jefferson quote (p.66) "There is nothing so unequal than the equal treatment of unequal people."
Article: Teaching Mathematics Fairly and Equitably to Girls.
http://www.parentsassociation.com/education/girls_math_students.html
Question: Why is the goal of equitable instruction for all not the same as offering the same instruction for all students?
Is a standards-based instructional strategy sufficient for meeting the needs of all students in a culturally and linguistically diverse classroom? What about meeting the needs of the girls? Political agenda and the ever changing expectations and environment in education?
1st Post: is a detailed response to the question based on your knowledge and the reading material
Required: To read what everyone is saying and reflecting... if they are quoting to defend their views you can do the same but be sure to read where it came from.
Others: Make detailed comment, to express an idea, sharing a thought, responding to someone's answers or thoughts. Having a dialogue and a discussion on line...
If: The discussion is getting off topic and taking a different direction I might post and get everyone back on track and post other issues or articles for you to read. In this case you do not have to respond to me in particular but you can respond to what someone has said or you can respond...!
Blog Discussion Starts Here:
Principles and standards articulates the Council's belief that "mathematics can and must be learned by all students." (p.13) "Every child" means "no exception."
Thomas Jefferson quote (p.66) "There is nothing so unequal than the equal treatment of unequal people."
Article: Teaching Mathematics Fairly and Equitably to Girls.
http://www.parentsassociation.com/education/girls_math_students.html
Question: Why is the goal of equitable instruction for all not the same as offering the same instruction for all students?
Is a standards-based instructional strategy sufficient for meeting the needs of all students in a culturally and linguistically diverse classroom? What about meeting the needs of the girls? Political agenda and the ever changing expectations and environment in education?
Wednesday, July 15, 2009
Saturday, June 27, 2009
Syllabus
HUNTER COLLEGE/THE CITY UNIVERSITY OF NEW YORK
School of Education/Department of Curriculum and Teaching
CEDC 705 Mathematics Curriculum and Methods
Course Outline/Summer 2009
Professor: Rose M. Persaud
Office: 1134 west
Telephone: (646)229-6374
E-mail: RMpersaud@aol.com
Office Hours: By appointment only.
Course Description: This course of study is designed to provide participants an opportunity to (1) become knowledgeable of fundamental skills and concepts related to the elementary school mathematics curriculum, (2) develop teaching strategies and appropriate assessment techniques related to elementary school mathematics instruction, and (3) discover and/or enrich an enjoyment of learning and teaching mathematics.
A primary focus of the course will be to bridge the gap between concrete and abstract learning through process experiences. Good questioning techniques, problem exploration strategies, cooperative learning, the use of manipulative materials, and mathematics as communication will be stressed. Research says that through attention to meaning, mathematics is seen as a close knit system of understandable ideas, principles and processes. Furthermore, mathematics instruction is most effective when both teachers and students see sense in what they teach and learn.
Hunter College School of Education Conceptual Framework:
Within the larger sphere of New York City’s urban context, Hunter’s School of Education is guided by four spheres of endeavor that overlap and influence each other. Ideally these spheres merge at the core and result in the empowerment of children and youth, teacher candidates, allied professionals, school community and parent partners, and Hunter College faculty. The four spheres serve to focus the diverse specializations of our many programs and provide increased coherence within this diversity. While learning and leading in an urban context, The School of Education at Hunter College commits itself to:
Developing knowledge, skills and dispositions
Engendering professionalism
Building a caring learning community and culture
Advocating for social justice
Course Outline: CEDC 705.00 (Summer 2009) Page 2
This course will provide evidence of meeting the expectations of the Conceptual Framework in:
Professionalism through an understanding of the professional role of the teacher inside and outside of the classroom, as well as the practices that are necessary to encourage professionalism.
Social Justice through identification of inequities in curriculum design and classroom practices and the design of a process for removing the inequities.
Creating Caring Learning Environments through assisting teachers at all levels of their development to organize classroom and instruction so that all students achieve at high levels.
Urban Context through learning about, understanding and modifying curriculum and instruction to meet the needs of an urban population.
Knowledge, Skills and Dispositions of the course objectives listed below.
Expectation for Written and Oral Proficiency:
Course participants are required to demonstrate a good command of English both orally and in writing.
Academic Honesty (p12 of the Graduate Catalog):
Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear and specific acknowledgement of the source is intellectual theft and is called plagiarism. It is not plagiarism to borrow the ideas, terms, statements, or knowledge of others if the source is clearly and specifically acknowledged. Students who consult such critical materials and wish to include some of the insights, terms or statements encountered must provide full citations in an appropriate form..
Access and Accommodations for Students with Disabilities:
We recommend that all Hunter College students with disabilities explore the support services and register with the Office for Access and Accommodations. Hunter College students with disabilities are protected by the Americans with Disabilities Act (ADA), which requires that they be provided equal access to education and reasonable accommodations. In compliance with the ADA and with Section 504 of the Rehabilitations Act, Hunter College is committed to ensuring those educational access and accommodations. For information and assistance, contact the Office for Access and Accommodation in Room 1124E or call (212)772-4857 or TTY(212)650-3230.
Course Outline: CEDC 705.00 (Summer 2009) Page 3
Course Goals and Objectives:
The objective of this course is to prepare participants for the teaching of elementary school mathematics in the urban schools of New York City. In accordance with the Conceptual Framework, the following objectives will be achieved:
Participants know, understand and use major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster students’ understanding and use of patterns, quantities, and spatial relationships that represent phenomena, solve problems and manage data.
Participants understand and use a variety of teaching strategies in elementary school mathematics that encourages students’ development of critical thinking, problem solving and performance skills.
By the end of the course, the participants will be able to:
Demonstrate familiarity with principles, standards, and exemplary curricula for teaching of elementary school mathematics.
Demonstrate competence in mathematical processes of problem solving, communication, connections, representations, and reasoning.
Demonstrate how manipulative materials can enhance mathematics learning and teaching.
Demonstrate knowledge of assessment standards and methods to monitor students’ progress and evaluate students’ achievement.
Course Text (See Bibliography for additional and supplementary readings):
Van De Walle, John A. (2007). Elementary and Middle School Mathematics (Sixth Edition). Pearson Education, Inc. Boston MA.
COURSE OUTLINE:
All sessions will be presented in a workshop format involving cooperative learning, hands-on experiences, problem explorations and discussions in an integrated manner to help participants understand basic facts, principles, strategies and the point-of-view of the course of study. Tentative topics will include:
July 6, 2009 Chapter 1 & 2
SESSION 1: How do we use the Standards and what does it mean to “do math”?
NCTM
July 7, 2009 Chapter 3
SESSION 2: How Children Learn Math
July 8, 2009 Chapter 4
SESSION 3: Learning to Solve Problems vs. Solving Problems to Learn
July 9, 2009 Chapter 5
SESSION 4: The NCTM’s Principles and Standards for School Mathematics
What does a Math lesson look like? Differentiation
July 13, 2009 EverDay Mathematics
SESSION 5: The Elementary School Mathematics Curriculum, Grades PreK-5
Course Outline: CEDC 705.00 (Summer 2009) Page
July 14, 2009 Chapter 8 (Technology and Mathematics)
SESSION 6: Planning and Executing an Effective Mathematics Lesson
July 15, 2009 Chapter 7 ( Teaching Mathematics equitably) Chapter 9 & 10
SESSION 7: Content Strand: Number Sense & Operations
July 16, 2009 Chapter 6 (Assessment and Instruction)
SESSION 8: The Assessment Cycle: Using Data to Drive and Inform Mathematics
Instruction Black Board Discussion
July 20, 2009 Chapter 15
SESSION 9: Content Strand: Algebraic Concepts
July 21, 2009, Chapter 21
SESSION 10: Content Strand: Geometry Concepts
July 22, 2009 Chapter20
SESSION 11: Content Strand: Measurement Concepts
July 23, 2009, 2008 Chapter 23
SESSION 12: Content Strand: Statistics and Probability Concepts
July 27, 2009
SESSIONS 13: End-term Assignment Presentations
July 28, 2009
SESSION 14: End-term Assignment Presentations Continued…..
July 29, 2009
SESSION 15: Reflections & Resource Book Evaluation or Black Board discussion
Final Grade will be based on:
REQUIREMENT VALUE
A Written Reading Assignment 10%
The reading assignment will be from the textbook .
All written assignments and end-term assignment must be
typed.
Chapter Review Quizzes 10%
Group Presentation of a Content strand 10%
End-term Assignment (Written and Oral Presentation/Criteria 35%
will follow): Each participant will be assigned an end-term
project to prepare and present a developmental lesson on a
learning objective from one of the five content strands in the
elementary school mathematics curriculum.
BlogDiscussions 20%
from class work and discussions(Criteria will follow).
Class Preparation and Participation:
You are expected to be prepared so that your participation
and contribution to each class session are meaningful, insightful 15%
and knowledgeable. ___________
100%
Bibliography
Ashlock, Robert B. (1998). Error Patterns in Computation (Seventh Edition). Prentice-Hall, Inc. Columbus, OH.
Burns, Marilyn (2000). About Teaching Mathematics, A K-8 Resource (Second Edition). Math Solution Publications, Sausalito, CA.
Clements, Doug & Sarama, Julie (2000). Engaging Young Children in Mathematics. Lawrence Erlbaum Associates. Mahwah, NJ.
Depka, Eileen (2001). Designing Rubrics for Mathematics. SkyLight Professional Development. Arlington Heights, IL.
Hiebert, James (1997). Making Sense: Teaching and Learning Mathematics with Understanding. Heinemann. Portsmouth, NH.
Marzano, Robert (2003). What Works in Schools. Association for Supervision and Curriculum Development. Alexandria, VA.
National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA.
National Research Council (2002). Helping Children Learn Mathematics. National Academy Press. Washington, DC
Schmidt, William H. (2004). A Vision for Mathematics. Educational Leadership. Association for Supervision and Curriculum Development, Alexandria, VA.
School of Education/Department of Curriculum and Teaching
CEDC 705 Mathematics Curriculum and Methods
Course Outline/Summer 2009
Professor: Rose M. Persaud
Office: 1134 west
Telephone: (646)229-6374
E-mail: RMpersaud@aol.com
Office Hours: By appointment only.
Course Description: This course of study is designed to provide participants an opportunity to (1) become knowledgeable of fundamental skills and concepts related to the elementary school mathematics curriculum, (2) develop teaching strategies and appropriate assessment techniques related to elementary school mathematics instruction, and (3) discover and/or enrich an enjoyment of learning and teaching mathematics.
A primary focus of the course will be to bridge the gap between concrete and abstract learning through process experiences. Good questioning techniques, problem exploration strategies, cooperative learning, the use of manipulative materials, and mathematics as communication will be stressed. Research says that through attention to meaning, mathematics is seen as a close knit system of understandable ideas, principles and processes. Furthermore, mathematics instruction is most effective when both teachers and students see sense in what they teach and learn.
Hunter College School of Education Conceptual Framework:
Within the larger sphere of New York City’s urban context, Hunter’s School of Education is guided by four spheres of endeavor that overlap and influence each other. Ideally these spheres merge at the core and result in the empowerment of children and youth, teacher candidates, allied professionals, school community and parent partners, and Hunter College faculty. The four spheres serve to focus the diverse specializations of our many programs and provide increased coherence within this diversity. While learning and leading in an urban context, The School of Education at Hunter College commits itself to:
Developing knowledge, skills and dispositions
Engendering professionalism
Building a caring learning community and culture
Advocating for social justice
Course Outline: CEDC 705.00 (Summer 2009) Page 2
This course will provide evidence of meeting the expectations of the Conceptual Framework in:
Professionalism through an understanding of the professional role of the teacher inside and outside of the classroom, as well as the practices that are necessary to encourage professionalism.
Social Justice through identification of inequities in curriculum design and classroom practices and the design of a process for removing the inequities.
Creating Caring Learning Environments through assisting teachers at all levels of their development to organize classroom and instruction so that all students achieve at high levels.
Urban Context through learning about, understanding and modifying curriculum and instruction to meet the needs of an urban population.
Knowledge, Skills and Dispositions of the course objectives listed below.
Expectation for Written and Oral Proficiency:
Course participants are required to demonstrate a good command of English both orally and in writing.
Academic Honesty (p12 of the Graduate Catalog):
Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear and specific acknowledgement of the source is intellectual theft and is called plagiarism. It is not plagiarism to borrow the ideas, terms, statements, or knowledge of others if the source is clearly and specifically acknowledged. Students who consult such critical materials and wish to include some of the insights, terms or statements encountered must provide full citations in an appropriate form..
Access and Accommodations for Students with Disabilities:
We recommend that all Hunter College students with disabilities explore the support services and register with the Office for Access and Accommodations. Hunter College students with disabilities are protected by the Americans with Disabilities Act (ADA), which requires that they be provided equal access to education and reasonable accommodations. In compliance with the ADA and with Section 504 of the Rehabilitations Act, Hunter College is committed to ensuring those educational access and accommodations. For information and assistance, contact the Office for Access and Accommodation in Room 1124E or call (212)772-4857 or TTY(212)650-3230.
Course Outline: CEDC 705.00 (Summer 2009) Page 3
Course Goals and Objectives:
The objective of this course is to prepare participants for the teaching of elementary school mathematics in the urban schools of New York City. In accordance with the Conceptual Framework, the following objectives will be achieved:
Participants know, understand and use major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster students’ understanding and use of patterns, quantities, and spatial relationships that represent phenomena, solve problems and manage data.
Participants understand and use a variety of teaching strategies in elementary school mathematics that encourages students’ development of critical thinking, problem solving and performance skills.
By the end of the course, the participants will be able to:
Demonstrate familiarity with principles, standards, and exemplary curricula for teaching of elementary school mathematics.
Demonstrate competence in mathematical processes of problem solving, communication, connections, representations, and reasoning.
Demonstrate how manipulative materials can enhance mathematics learning and teaching.
Demonstrate knowledge of assessment standards and methods to monitor students’ progress and evaluate students’ achievement.
Course Text (See Bibliography for additional and supplementary readings):
Van De Walle, John A. (2007). Elementary and Middle School Mathematics (Sixth Edition). Pearson Education, Inc. Boston MA.
COURSE OUTLINE:
All sessions will be presented in a workshop format involving cooperative learning, hands-on experiences, problem explorations and discussions in an integrated manner to help participants understand basic facts, principles, strategies and the point-of-view of the course of study. Tentative topics will include:
July 6, 2009 Chapter 1 & 2
SESSION 1: How do we use the Standards and what does it mean to “do math”?
NCTM
July 7, 2009 Chapter 3
SESSION 2: How Children Learn Math
July 8, 2009 Chapter 4
SESSION 3: Learning to Solve Problems vs. Solving Problems to Learn
July 9, 2009 Chapter 5
SESSION 4: The NCTM’s Principles and Standards for School Mathematics
What does a Math lesson look like? Differentiation
July 13, 2009 EverDay Mathematics
SESSION 5: The Elementary School Mathematics Curriculum, Grades PreK-5
Course Outline: CEDC 705.00 (Summer 2009) Page
July 14, 2009 Chapter 8 (Technology and Mathematics)
SESSION 6: Planning and Executing an Effective Mathematics Lesson
July 15, 2009 Chapter 7 ( Teaching Mathematics equitably) Chapter 9 & 10
SESSION 7: Content Strand: Number Sense & Operations
July 16, 2009 Chapter 6 (Assessment and Instruction)
SESSION 8: The Assessment Cycle: Using Data to Drive and Inform Mathematics
Instruction Black Board Discussion
July 20, 2009 Chapter 15
SESSION 9: Content Strand: Algebraic Concepts
July 21, 2009, Chapter 21
SESSION 10: Content Strand: Geometry Concepts
July 22, 2009 Chapter20
SESSION 11: Content Strand: Measurement Concepts
July 23, 2009, 2008 Chapter 23
SESSION 12: Content Strand: Statistics and Probability Concepts
July 27, 2009
SESSIONS 13: End-term Assignment Presentations
July 28, 2009
SESSION 14: End-term Assignment Presentations Continued…..
July 29, 2009
SESSION 15: Reflections & Resource Book Evaluation or Black Board discussion
Final Grade will be based on:
REQUIREMENT VALUE
A Written Reading Assignment 10%
The reading assignment will be from the textbook .
All written assignments and end-term assignment must be
typed.
Chapter Review Quizzes 10%
Group Presentation of a Content strand 10%
End-term Assignment (Written and Oral Presentation/Criteria 35%
will follow): Each participant will be assigned an end-term
project to prepare and present a developmental lesson on a
learning objective from one of the five content strands in the
elementary school mathematics curriculum.
BlogDiscussions 20%
from class work and discussions(Criteria will follow).
Class Preparation and Participation:
You are expected to be prepared so that your participation
and contribution to each class session are meaningful, insightful 15%
and knowledgeable. ___________
100%
Bibliography
Ashlock, Robert B. (1998). Error Patterns in Computation (Seventh Edition). Prentice-Hall, Inc. Columbus, OH.
Burns, Marilyn (2000). About Teaching Mathematics, A K-8 Resource (Second Edition). Math Solution Publications, Sausalito, CA.
Clements, Doug & Sarama, Julie (2000). Engaging Young Children in Mathematics. Lawrence Erlbaum Associates. Mahwah, NJ.
Depka, Eileen (2001). Designing Rubrics for Mathematics. SkyLight Professional Development. Arlington Heights, IL.
Hiebert, James (1997). Making Sense: Teaching and Learning Mathematics with Understanding. Heinemann. Portsmouth, NH.
Marzano, Robert (2003). What Works in Schools. Association for Supervision and Curriculum Development. Alexandria, VA.
National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA.
National Research Council (2002). Helping Children Learn Mathematics. National Academy Press. Washington, DC
Schmidt, William H. (2004). A Vision for Mathematics. Educational Leadership. Association for Supervision and Curriculum Development, Alexandria, VA.
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