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ECED 3300 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. REQUIRED TEXTBOOKS Van
De Walle, J. A., Karp, K. S., & Bay-Williams, J. M.
(2013). Elementary
and middle school mathematics:
Teaching developmentally. (8th ed.). Boston:
Pearson.
COURSE
DESCRIPTION.
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: 1.
Identify components of
effective instructional programs
for math with P-5 children. (CFS I, II, IV, V) 2.
Use varied teaching
resources and technologies appropriate
for math instruction with P-5 children. (CFS I, II, III,
V) 3.
Utilize a variety of
instructional strategies for
teaching math with P-5 children. (CFS V) 4.
Develop traditional and
performance-based assessments
to reflect the content and skills of a math program for
P-5 children. (CFS IV) 5.
Participate in
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) 6.
Identify and examine
community and Internet resources for
teaching and learning math with P-5 children. (CFS I, II,
III, V) 7.
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) COURSE
ACTIVITIES/ASSIGNMENTS/REQUIREMENTS
1.
Complete written
tests including a midterm test. (CO 1, 3) 2.
Collect information from
current effective instructional
mathematics programs used
in the public school settings. (CO 1, 3) 3.
Maintain a notebook/packet
of course activities and materials, following a
specified format. (CO 1, 2,
3, 4, 5, 6, 7) 4.
Develop an electronic
file of community and Internet resources for
teaching and learning
mathematics. (CO 1, 2, 3, 6) 5.
Present one mathematics
activity from Elementary and Middle
School Mathematics: Teaching Developmentally to the class. (CO 1, 2, 3, 4, 5, 7) 6.
Develop one mathematics
lesson plan and implement in your practicum field
experience class.
This lesson plan will be entered into LiveText. (CO 1, 2, 3, 4, 5, 7) 7.
Design a mathematics
learning center/station. (CO 1, 2, 3, 4, 5, 7) 8.
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,
5, 7) 9.
Participate
in Daily Class Discussions, Assignments, and Online
Activities. (CO
1, 2, 3, 4, 5, 6, 7) COURSE EVALUATION 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.
Grade
Scale: 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)
Final Exams:
May 3, 2013 Friday Exam Day for ATTENDANCE
POLICY
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). PROFESSIONALISM
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
concerning missed
assignments. ·
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: FIRST
OFFENSE:
SECOND
OFFENSE:
ACCESSIBILITY
STATEMENT
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:
access@valdosta.edu. 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. INSTRUCTOR
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: djudd@valdosta.edu Office
Hours: Posted on Office Door Website:
www.valdosta.edu/~djudd |