Mathematics and Technology in Early Childhood Education
3 SEMESTER HOURS
Dewar College of Education
Valdosta State University
Department of Early Childhood and Special Education
Conceptual Framework: Guiding Principles (DEPOSITS)
(adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)
Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment.
Equity Principle: All learners deserve high expectations and support.
Process Principle: Learning is a lifelong process of development and growth.
Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines.
Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners.
Impact Principle: Effective practice yields evidence of learning.
Technology Principle: Technology facilitates teaching, learning, community-building, and resource acquisition.
Standards Principle: Evidence-based standards systematically guide professional preparation and development.
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally. (8th ed.). Boston: Pearson.
Prerequisites: ESCE 2999. This is a check-point course, and check-point requirements
must be met. Recent developments in curriculum and methods on instruction of contemporary
school mathematics in grades P-5, including the use of manipulative materials, technology,
and other resources. ECED 3690, or a practicum approved at the program level, is required
as a co-requisite for this course.
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS) (identify those that apply to the course)
I. CONTENT AND CURRICULUM: Educators demonstrate a strong content knowledge of content area(s) that is appropriate for their certification levels.
II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Educators support the intellectual, social, physical, and personal development of all students.
III. LEARNING ENVIRONMENTS: Educators create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
IV. ASSESSMENT: Educators understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.
V. PLANNING AND INSTRUCTION: Educators design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.
VI. PROFESSIONALISM: Educators recognize, participate in, and contribute to teaching and learning as a profession.
LEARNING OUTCOMES FOR VSU’S CORE CURRICULUM
All learning outcomes in the major continue to build upon those in VSU’s Core Curriculum listed at http://www.valdosta.edu/gec/ProposedNewLearningOutcomes.shtml.
COURSE OBJECTIVES (CO):
Teacher candidates will demonstrate the following objectives:
Identify components of
effective instructional programs
for math with P-5 children. (CFS I, II, IV, V)
Use varied teaching
resources and technologies appropriate
for math instruction with P-5 children. (CFS I, II, III,
3. Utilize a variety of instructional strategies for teaching math with P-5 children.
Develop traditional and
to reflect the content and skills of a math program for
P-5 children. (CFS IV)
hands-on/minds-on math activities to
improve knowledge of content and skills and to develop
more positive attitudes
toward math with P-5 children. (CFS I, II, III, IV, V)
Identify and examine
community and Internet resources for
teaching and learning math with P-5 children. (CFS I, II,
Apply NCTM Standards,
Georgia Performance Standards,
and other appropriate curriculum standards in planning and
teaching. (CFS I, V)
8. Utilize appropriate instructional materials and technologies for P-5 children. (CFS I, II, III, V)
tests including a midterm test. (CO 1, 3)
Collect information from
current effective instructional
mathematics programs used
in the public school settings. (CO 1, 3)
Maintain a notebook/packet
of course activities and materials, following a
specified format. (CO 1, 2,
3, 4, 5, 6, 7)
Develop an electronic
file of community and Internet resources for
teaching and learning
mathematics. (CO 1, 2, 3, 6)
Present one mathematics
activity from Elementary and Middle
School Mathematics: Teaching Developmentally to the class. (CO 1, 2, 3, 4, 5, 7)
Develop one mathematics
lesson plan and implement in your practicum field
This lesson plan will be entered into LiveText. (CO 1, 2, 3, 4, 5, 7)
Design a mathematics
learning center/station. (CO 1, 2, 3, 4, 5, 7)
Develop one mathematics
lesson plan for your final exam presentation (for a
grade level in your next
Professional Semester Field Experience.) (CO 1, 2, 3, 4,
9. Participate in Daily Class Discussions, Assignments, and Online Activities. (CO 1, 2, 3, 4, 5, 6, 7)
This class is part of your professional preparation. Appropriate dispositions are expected and required. You may earn the maximum number of points for all assignments and activities, contingent upon the knowledge, originality, and quality demonstrated in your work. Therefore, evaluation of all written work will be made based upon both content and mechanics.
Evaluation of all written work will be made based upon both content and mechanics.
· Each spelling, punctuation, syntax, grammatical, and typographical error will result in up to a one-point deduction from the total score, regardless of the point value of the assignment.
· All assignments prepared outside of class must be produced using a word processing computer program (Microsoft Word is best), 12-point font (Times New Roman is best), and double-spaced (unless otherwise noted) and include the teacher candidate’s name, course number and section, and date. This includes any e-mail assignments sent to the instructor.
· All assignments must be the original work of the teacher candidate submitting the work.
All assignments must be completed by the teacher candidate during the current semester and not submitted to another instructor to fulfill requirements for any other course. References and citations (using APA 6th edition format) are required when referring to the work of others. (See POLICY STATEMENT ON PLAGIARISM AND CHEATING, which follows).
Assignments must be
submitted at the
beginning of the class period on the day
they are due. An assignment is considered late if it
is not available at
the start of class. Late assignments will be accepted up
to one week after the
due date. Ten percent (10%) of the grade/points will be
deducted for each day
an assignment is late. If the late assignment is not
completed within one week,
a grade of zero (0) will be assigned. Make-up
exams will be given at the discretion of the instructor.
Teacher candidates’ knowledge of information contained in reading assignments, class notes, and class handouts will be assessed during class on dates designated in the tentative course schedule. Daily in-class assessments may be conducted individually or in groups. Should a teacher candidate be absent when the in-class assessment is completed, he or she will not earn the points assigned to the in-class assessment. Make-up work will not be assigned for the in-class assessment.
Each of the assignments listed below corresponds to the same number assignment and course objectives listed in the Course Activities/Assignments/Requirements section. Point values for all assessments are listed below.
A = 90-100% (900-1000 Points)
B = 80-89% (800-899 Points)
C = 70-79% (700-799 Points
D = 60-69% (600-699 Points
F = 59% and below (599 and below Points)
May 3, 2013 Friday Exam Day for
Please be familiar with the attendance policy as stated here. You are expected to attend every class for the full session. This is an activity-based class; you must participate to be successful. Attendance, including tardies and early departures (leaving more than 5 minutes before the end of class), will be recorded. Three tardies and/or early departures will count as one absence. One absence will be allowed with no penalty. Each subsequent absence will result in the deduction of fifteen (15) points from the participation grade.
As per VSU policy (stated below), a teacher candidate who misses more than 20% the scheduled classes of a course will be subject to receiving a failing grade in the course.
"The University expects that all students shall attend all regularly scheduled class meetings held for instruction or examination…. Instructors are required to maintain records of class attendance… It is recognized that class attendance is essentially a matter between students and their instructors. Instructors must explain their absence policy in the course syllabus. All students are held responsible for knowing the specific attendance requirements as prescribed by their instructors and for the satisfactory make-up work missed by absences. When students are compelled for any reason to be absent from class, they should immediately contact the instructor. A student who misses more than 20% of the scheduled classes of a course will be subject to receiving a failing grade in the course" (VSU Undergraduate Catalog 2010-2011, p. 92).
As a teacher candidate, you are expected to conduct yourself in the professional educator role as defined by the Georgia Professional Standards Commission Code of Ethics for Educators. You will be provided with a copy of the Code of Ethics for Educators which can be found on the following URL http://www.gapsc.com/Rules/Current/Ethics/505-6-.01.pdf. Failure to follow the Code of Ethics will result in disciplinary actions through the College of Education Concern Form process.
· Check course information frequently to obtain course content and updated information. on ECED 3300 Class Website at: www.valdosta.edu/~djudd/ECED3300.html
· Arrive for class on time and prepared by having read all assigned materials, including the textbooks and other materials distributed during the semester.
· Plan to stay for the entire class period.
· Remain on task and actively participate in class activities and discussions.
· Avoid distracting yourself, others, and the instructor during class by turning off (or making inaudible) all cell phones, pagers, or other electronic devices and leaving such devices packed away. Continued violation of this policy will result in a concern form. If you have extenuating circumstances in which you need your cell phone, inform the instructor before class.
· Use of laptops is allowed for instructional/academic purposes only. Laptops may not be used to access email or websites not related to class discussions/activities or for checking social networking pages (such as Twitter, Facebook, etc.). Teacher candidates who violate this policy will lose the privilege of using their laptops in class. Laptops must be packed away during individual and group presentations, during guest lectures, and during quizzes, tests, and exams.
Contact the instructor
· Use only VSU e-mail accounts for corresponding with the instructor for this course. Please check your VSU e-mail at least once a day. Be sure to check your Junk Email box. When e-mailing the instructor of this course for any reason, place the name of the course and the section in the subject line (for example: ECSE 3210 Section A). If you have problems with your VSU email account, call the Information Technology Help Desk (229-245-HELP).
· In the interest of maintaining an environment free of disruptive behavior and conducive to learning for VSU students and faculty, children without a legitimate campus interest are not permitted to linger in classrooms.
DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM
Below is information directly quoted from the Academic Honesty Policies and Procedures:
Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members’ syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics.
The full text of Academic Honesty Policies and Procedures is available on the Academic Affairs website (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).
The consequences for acts of academic dishonesty in the Dewar College of Education are:
Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of 1973.
Students with disabilities who are experiencing barriers in this course may contact the Access Office for assistance in determining and implementing reasonable accommodations. The Access Office is located in Farber Hall. The phone numbers are 229-245-2498 (V), 229-375-5871 (VP) and 229-219-1348 (TTY). For more information, please visit http://www.valdosta.edu/access or email: firstname.lastname@example.org.
STUDENT OPINION OF INSTRUCTION
At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on BANNER. Students will receive an email notification through their VSU email address when the SOI is available (generally at least one week before the end of the term). SOI responses are anonymous, and instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or to access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. These compliance and non-compliance reports will not be available once instructors are able to access the results. Complete information about the SOIs, including how to access the survey and a timetable for this term is available at http://www.valdosta.edu/academic/OnlineSOIPilotProject.shtml.
NOTE: To provide the best possible learning experience it may be necessary for the instructor to change, adapt, or adjust the requirements, evaluations, activities and /or schedule as presented here. As the instructor of this course I reserve the right to add or delete objectives and assignments depending upon the progress made by the class.
Name: Dr. Diane L. Judd
Office Number: Room 1179 Dewar College of Education Building
Telephone Number: Office Phone: 229-245-3796;
ECSE Dept. Phone: 229-333-5929
Email Address: email@example.com
Office Hours: Posted on Office Door