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Course
Goal & Objectives
Goals. The goal
of this course is to increase your confidence in teaching developmentally
appropriate K-6 mathematics in a manner consistent with the National
Council of Teachers of Mathematics Standards and the Indiana Professional
Standards Board Standards
for Teachers. Projects and assignments are designed to help you
become the kind of teacher who:
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Principle
1
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Fosters
a sense of community when teaching students, and when working with
colleagues and faculty. |
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Principle
2
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Has
social and educational visions that are connected to reflective practice. |
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Principle
3
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Is
intellectually curious. Appreciates the complexity of teaching and
learning. |
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Principle
4
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Has
observed and worked with students of varied ability levels in diverse
settings. |
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Principle
5
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Understands
the nature of the disciplines you teach, and how students can differ
in their approaches to learning. Is sensitive to students’ individual
learning styles and their diversity. |
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Principle
6
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Assumes
responsibility for your own learning and continued development. |
Central
Questions.
The central questions of this E343 section & its companion course
M201 are:
- How
do children learn mathematics?
- How
can I identify their pre-concepts and misconceptions?
- How
do I help children understand the mathematical concepts they are expected
to master?
- What
techniques can I use for teaching specific mathematical concepts taught
in grades K-6?
- What
can I do promote developmentally appropriate, hands-on, mathematical
problem solving?
Objectives.
The objectives for E343/M201—as well as the instructional style,
web site, class activities, and projects—were developed with the
central questions in mind. Students who complete this E343/M201 section
are expected to:
- perceive
mathematics as a discipline involving exploration, description, conjecture,
verification, and manipulation of numbers and mathematical ideas
- engage
children in mathematical “conversations” in order to help
them understand mathematical ideas, and how to apply this knowledge
- understand
how children learn mathematics and be able to identify specific mathematical
concepts and topics taught in the elementary grades
- find,
adapt and/or create “tasks” to solve problems
- design
a classroom environment that fosters mathematical thinking and problem
solving
- assess
the mathematics progress of grades K-6 children
- adjust
mathematics instruction to meet the individual needs of children
- understand
what it means to be mathematically literate in a world that routinely
relies on technology, computers, and calculators
- use
technological tools to develop children’s understanding of mathematical
concepts
- teach
mathematics to the ethnically and socially diverse populations common
in today’s multicultural elementary classroom
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