| Jan. 21 |
NCTM Standards
for Mathematics Instruction |
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Read:
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Text - Chap.
1 and NCTM Principles and Standards pp. 3-4 (Vision, stop at
heading in middle of p. 4) and pp. 52-71 |
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Assignment:
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Write
a brief summary in your own words of each of the five process standards.
Give two examples of an activity that illustrates each one. (C3) |
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| Jan. 23 |
Effective
Instruction / Best Practice |
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Read:
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Good and
Grouws, Active Mathematics Teaching, pp. 30-55, 206-212 and
handout on Missouri Mathematics Plan. (As you read, jot down recommendations
with page numbers. In class, we’ll discuss how they do or do not
relate to the NCTM Standard and to the various learning theories you
studied in Ed. Psych. We’ll make a class list of “Best Practice”
for D2. |
Read:
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Text – Chap.
3, pp. 26-32 |
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| Jan. 28 |
Early
Number Concepts |
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Read:
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Text - Chap.
6 (Early Concepts) and pp. 107-115 (single digit addition and subtraction)
pp. 128-140, 171-175 |
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Skemp, Richard
(1987). Psychology of Learning Mathematics, Chap. 12, “Relational
Understanding and Instrumental Understanding”. Earlbaum. |
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Skim: Mathematics
Their Way (p. 166-67, 216, 236) and Windows on Mathematics
(Kathy Richardson, Vol. 1). Be able to describe the merits and
limitations of the two programs using NCTM Standards as the criteria. |
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| Jan.
30 |
Microteaching:Lesson
appropriate for kindergarten. It must meet the needs of those who
have mastered simple addition as well as those who are just learning
basic number concepts. The first volume in the Kathy Richardson series
is a good resource. I suggest you file your lessons in C1, C3, D1
or D2. My evaluations can be filed with the lessons and one or two
in F1. |
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| Feb. 4 |
Problem
Solving/Games, Single Digit Addition and Subtraction |
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Read:
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Text -
Chap. 2 (pp. 15-17), Chap. 4 (Problem Solving) and Wiebe - Chap. 20
(Games), Van de Walle pp. 55-59 |
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Xerox on
problem solving |
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"Story
Problems and Students' Strategies," Arith. Teach.,
May '89, p. 25 |
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NCTM Standards,
pp. 116-121, 182-187 |
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Leutzinger,
Larry. Strategies for Learning the Basic Facts - pp.
1& 2 |
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NCTM Standards
pp. 78 and 148 (Number and Operations) |
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Assignment:
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List
items to add to best practices. |
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| Feb. 6 |
Microteaching:
Lessons on addition and subtraction 0-19 (unifix, cuisinaire, number
line, objects)—first or second grade |
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Read:
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K. Richardson,
Vol. 2 |
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| Feb. 11 |
Place
Value |
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Read:
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Text - Chap. 9 and 11
(Place Value), Chap. 10, pp. 171-180 (multidigit addition and subtraction)
"Teaching Place
Value & Double Column Addition," Arith. Teach.,
Feb. '88, p. 48 and “Two-digit Addition and Subtraction: What Works?”
Arith. Teacher., Jan. ’91, p. 10
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| Feb.
13 |
Microteaching:
Addition and subtraction with regrouping / renaming from concrete
to progressively more abstract representations of place value |
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| Feb. 18 |
Teaching
All Students Single Digit Multiplication and Division |
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| Read: |
Text—Chap. 23 (Culture
and individual differences) and Chap. 7, pp. 115-126 and Chap. 8,
pp. 140-147 (multiplication and division)
NCTM Standards pp. 12-14
(Equity) (Principle B)
Fennema and Peterson
(1987). Effective teaching for boys and girls. Talks to Teachers.
New York: Random
House. (Principle B)
Strategies for Learning
the Basic Facts - multiplication strategies
"The Dilemma of
the Language of Division," ICTM Journal, Spring '89, p. 12
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| Feb.
20 |
Microteaching:
multiplication and division (first lessons) Resource Notebook due
(Feb. 21) |
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| Feb. 25 |
Technology
and Multidigit Multiplication and Division |
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Read:
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Text — Chap. 10, pp.
180-192 and Chap. 24
“Magical Hopes,” Deborah
Ball
Handout on calculator
use
Examine Investigations
for age group of your choice. Add two investigations to your notebook.
NCTM Standards, pp.
24-27 (Technology Principle)
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| Feb. 27 |
Microteaching:
Multidigit Multiplication and Division |
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| March
4 |
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Read:
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Text - Chap.
12 ( Fractions) and Chap. 9, pp. 243-252 (Decimals) |
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| March
6 |
Concept
of Fractions and Decimals |
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Read:
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Text – Chap.
22 |
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Microteaching:
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Fractions (paper folding,
fraction pieces, number line) and Decimals (base 10 blocks, graph
paper)
Resource Notebook due
(March 7)
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| March
11 |
No class.
First two field experience lessons are due. |
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| March
13 |
No class.
Rewrites of first two lessons and first drafts of next three lessons
are due. |
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SPRING
BREAK
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| March
31 |
Rewrites
of last 3 lessons are due. |
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| March
31- April 4 |
Field experience
in the public schools |
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| April
8 |
Adding
Fractions and Decimals |
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Read:
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Text - Chap.
12, pp. 228-232, 252-256 |
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| April
11 |
Microteaching:
Adding & Subtracting like and unlike fractions and decimals |
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| April
15 |
Multiplying
and Dividing Fractions and Decimals |
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Read:
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Text - Chap. 5 (Assessment),
Chap. 13, pp. 232-242 and Chap. 14, pp.256-259
NCTM Standards pp. 22-24
(Principle G)
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| April
17 |
Microteaching:
Multiplying and Dividing Fractions (paper folding, rods, number line,
fraction pieces) |
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| April
22 |
Measurement |
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Read:
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Text - Chap. 16
NCTM Standards, pp.
102-106, 170-175
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Assignment:
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Outline
a lesson in measurement. |
| April
24 |
Read: Text –
Chap. 17
NCTM Standards pp. 96-101,
164-169
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Assignment:
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Outline a lesson in
geometry or measurement
Resource Notebook due
(April 25)
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| April
29 |
Data Analysis
and Probability |
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Read:
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Text – Chap. 18
Professional Standards
for Teaching, pp. 11-15, 35-61 (skip H.S. vignettes) (Principle
E)
Case Study “Establishing
a Community of Mathematics Learners”
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Skim:
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Quantitative
Literacy for Elementary |
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| May
1 |
Read: Ashlock,
Error Patterns in Computation, pp. 10-17, Chap. 3, Chap. 4
– errors BF1, AW1, AW3,
SW1
Case Study “Geometric
Thinking”
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| May
6 |
Read: Case Studies
“Of-fing Fractions” and “Shea Numbers”
A Collection of Performance
Tasks and Rubrics – pp. 49-55
NCTM Standards - pp.
38 -47
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| May
8 |
Read: Case Study
“Multiplication Clipes”
Errors MW2, MW3, DW1,
DW4, SF3, DF1
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Skim:
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Assessment
by NCTM |
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