Internet Explorer 7, 8, and 9 are no longer supported. Please use a newer browser.
Concourse works best with JavaScript enabled.
University of St. Francis logo

www.stfrancis.edu · College of Education · COE

General Mathematics Methods
EEND-690

  • Sample 2021
  • Section SAMPLE
  • 2 Credits
  • 09/15/2021 to 07/29/2100
  • Modified 09/15/2021

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Provides an overview of the materials, content and methodology utilized by educators for teaching mathematics.  Candidates explore principles in class and utilize them to develop lesson plan approaches, activities and teaching aids.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

  • Understand the use of questioning techniques to develop critical thinking and mathematical thought progressions
  • Develop long and short-term assessment strategies, including formative and summative assessments, such as rubrics
  • To provide a context for understanding current educational practices and understand National Council of Teachers of Mathematics (NCTM) standards for curriculum change for the 21st century, including the following NCTM goals for students:
    • Learn to value mathematics
    • Become confident in one's own ability
    • Become a problem solver
    • Learn to communicate mathematically
    • Learn to reason mathematically
  • To interpret the psychological principles of learning and teaching necessary for mathematics in writing lesson plans and developing materials for the learning environment
  • To explore the use of technology packages, manipulatives and other techniques for engaging students in the learning process

Serving the Community

  • Develop skill in the participation and design of individual and group problem solving situations
  • Understand the aspects for instructional reform, curricular trends, Illinois Learning Standards, Common Core State Standards, Content Standards and the National Council for Teachers of Mathematics Standards
  • To identify factors impeding progress in mathematics education

Finding Our Professional Selves

  • To develop and understanding of the four steps of problem solving (Polya, 19)
  • Develop planning techniques using evidence-based best practices in mathematics instruction
  • To describe the changing emphasis in mathematics curriculum, teaching methods, and assessment
  • To utilize mathematics evaluation and assessment as a means to improve instruction and meet individual skill levels of students
  • To reduce anxiety and develop openness necessary for teachers to implement new methods of helping students learn mathematics
  • To develop an understanding of the importance of alignment in objective, assessment, and learning activities in lesson planning

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

  1. identify the components of mathematics lesson plans and understands how to develop short and long range plans IPTS (D – 3A, 5K    P – 3B, 3I); INTASC 7
  2. design and plan mathematics lessons for diverse students, including but not limited to ELLs and students with special needs IPTS (D – 1A,1D, 1E, 1F, 1G,1J, 1L,3C,3O, 3P, 5M); INTASC 1, 7
  3. write lessons utilizing learning theory and research methods, including Piaget, Bruner, Gagne and other learning theorists IPTS (D – 1B, 1C, 1I); INTASC 7 
  4. design and write lesson plans for individual and cooperative problem solving IPTS (D – 4A, 4C, 4D, 4E, 4G, 4I, 4J, 4K, 4L, 5I); INTASC 7, 8
  5. design and write lesson plans for mathematics utilizing research-based best practices, such as technology and subject integration IPTS (D - 2L, 2N, 3E, 5D, 5N, 5S, 6G, 6I, P – 3L, 5F, 5L); INTASC 7, 8 
  6. examine and utilize manipulatives identified to teach mathematical concepts IPTS (D - 5C, 5S, P – 5F); INTASC 8
  7. identify student actions necessary for more effective mathematics learning, including readiness levels for skills IPTS (D - 2E, 2P, 5E); INTASC 2
  8. evaluate mathematics texts and skill continuums utilizing NCTM standards IPTS (D - 2B, 2I); INTASC 8
  9. examine the development of a mathematical concept from primary through junior high, utilizing needs for development, remediation, mastery, and enrichment IPTS (D - 2C); INTASC 2
  10. identify a variety of assessment techniques in mathematics IPTS (D – 3N,7A, 7C, 7D, 7E, 7F, 7I, 7L P – 7B); INTASC 6
  11. develop techniques necessary for evaluating more effective mathematics learning IPTS (D – 3Q, 9A ); INTASC 6,8
  12. analyze formal mathematical research for use by classroom teacher IPTS (D – 3G, 5B); INTASC 8

Assignments

Course Readings

You will need to read the material in van de Walle (2010) in order to apply it to the discussions, learning activities, and lesson plans.

Discussions

Candidates will participate in small group or whole class discussions at various points in the course. Posts are expected to conform to standard English conventions and be free of spelling and other errors. Evaluation criteria for discussion posts will be provided. Please note that you need to post your initial response by Friday of the week the discussion is due and respond to at least one other post by Sunday of the week the discussion is due.  Full points will not be earned if there is not an initial and response post.

  • identify student actions necessary for more effective mathematics learning, including readiness levels for skills IPTS (D - 2E, 2P, 5E); INTASC 2
  • evaluate mathematics texts and skill continuums utilizing NCTM standards IPTS (D - 2B, 2I); INTASC 8
  • develop techniques necessary for evaluating more effective mathematics learning IPTS (D – 3Q, 9A ); INTASC 6,8

Learning Activities

Candidates will complete various activities (e.g., evaluation of student work, use of virtual manipulatives) designed to check for understanding of course concepts and to scaffold learning.

  • design and plan mathematics lessons for diverse students, including but not limited to ELLs and students with special needs IPTS (D – 1A,1D, 1E, 1F, 1G,1J, 1L,3C,3O, 3P, 5M); INTASC 1, 7
  • write lessons utilizing learning theory and research methods, including Piaget, Bruner, Gagne and other learning theorists IPTS (D – 1B, 1C, 1I); INTASC 7 
  • design and write lesson plans for individual and cooperative problem solving IPTS (D – 4A, 4C, 4D, 4E, 4G, 4I, 4J, 4K, 4L, 5I); INTASC 7, 8
  • design and write lesson plans for mathematics utilizing research-based best practices, such as technology and subject integration IPTS (D - 2L, 2N, 3E, 5D, 5N, 5S, 6G, 6I, P – 3L, 5F, 5L); INTASC 7, 8 
  • examine and utilize manipulatives identified to teach mathematical concepts IPTS (D - 5C, 5S, P – 5F); INTASC 8
  • identify student actions necessary for more effective mathematics learning, including readiness levels for skills IPTS (D - 2E, 2P, 5E); INTASC 2
  • evaluate mathematics texts and skill continuums utilizing NCTM standards IPTS (D - 2B, 2I); INTASC 8
  • examine the development of a mathematical concept from primary through junior high, utilizing needs for development, remediation, mastery, and enrichment IPTS (D - 2C); INTASC 2
  • identify a variety of assessment techniques in mathematics IPTS (D – 3N,7A, 7C, 7D, 7E, 7F, 7I, 7L P – 7B); INTASC 6
  • develop techniques necessary for evaluating more effective mathematics learning IPTS (D – 3Q, 9A ); INTASC 6,8
  • analyze formal mathematical research for use by classroom teacher IPTS (D – 3G, 5B); INTASC 8

Lesson Plans

Candidates will develop four(4) lesson plans that follow the USF Universal Design for Learning (UDL) lesson plan format for different grade levels aligned with the NCTM Content and Process Standards, as well as the Common Core State Standards. Notation of accommodations and/or modifications for at least one student must be included for each of the four lessons.  Within these lesson plans, candidates will be required to use best practices in mathematics instruction as outlined in the Lesson Plans Checklist assignment. Detailed instructions and evaluation criteria are available in the Assignments area.

  • identify the components of mathematics lesson plans and understands how to develop short and long range plans IPTS (D – 3A, 5K    P – 3B, 3I); INTASC 7
  • design and plan mathematics lessons for diverse students, including but not limited to ELLs and students with special needs IPTS (D – 1A,1D, 1E, 1F, 1G,1J, 1L,3C,3O, 3P, 5M); INTASC 1, 7
  • write lessons utilizing learning theory and research methods, including Piaget, Bruner, Gagne and other learning theorists IPTS (D – 1B, 1C, 1I); INTASC 7 
  • design and write lesson plans for individual and cooperative problem solving IPTS (D – 4A, 4C, 4D, 4E, 4G, 4I, 4J, 4K, 4L, 5I); INTASC 7, 8
  • design and write lesson plans for mathematics utilizing research-based best practices, such as technology and subject integration IPTS (D - 2L, 2N, 3E, 5D, 5N, 5S, 6G, 6I, P – 3L, 5F, 5L); INTASC 7, 8 
  • identify student actions necessary for more effective mathematics learning, including readiness levels for skills IPTS (D - 2E, 2P, 5E); INTASC 2
  • examine the development of a mathematical concept from primary through junior high, utilizing needs for development, remediation, mastery, and enrichment IPTS (D - 2C); INTASC 2
  • identify a variety of assessment techniques in mathematics IPTS (D – 3N,7A, 7C, 7D, 7E, 7F, 7I, 7L P – 7B); INTASC 6
  • develop techniques necessary for evaluating more effective mathematics learning IPTS (D – 3Q, 9A ); INTASC 6,8
  • analyze formal mathematical research for use by classroom teacher IPTS (D – 3G, 5B); INTASC 8

Lesson Plans Checklist

Following the USF lesson plan format, candidates will design four grade specific math lesson plans.  One must be at the primary (K – 2) level, one at the intermediate (3 -4) level, and one at the upper intermediate/jr high/hs (5 - 9) level (you may choose the grade level for the remaining lesson).  The following elements must be an integral part of at least one lesson:

  1. Two different manipulatives in two different lessons
  2. A lesson specific rubric
  3. A children’s literature book
  4. Problem-solving
  5. Cooperative learning
  6. A lesson that includes the use of appropriate technology (website, Smartboard)
  7. A lesson based on an article read in Teaching Children Mathematics Journal
  • write lessons utilizing learning theory and research methods, including Piaget, Bruner, Gagne and other learning theorists IPTS (D – 1B, 1C, 1I); INTASC 7 
  • design and write lesson plans for individual and cooperative problem solving IPTS (D – 4A, 4C, 4D, 4E, 4G, 4I, 4J, 4K, 4L, 5I); INTASC 7, 8
  • design and write lesson plans for mathematics utilizing research-based best practices, such as technology and subject integration IPTS (D - 2L, 2N, 3E, 5D, 5N, 5S, 6G, 6I, P – 3L, 5F, 5L); INTASC 7, 8 
  • examine and utilize manipulatives identified to teach mathematical concepts IPTS (D - 5C, 5S, P – 5F); INTASC 8
  • identify student actions necessary for more effective mathematics learning, including readiness levels for skills IPTS (D - 2E, 2P, 5E); INTASC 2
  • identify a variety of assessment techniques in mathematics IPTS (D – 3N,7A, 7C, 7D, 7E, 7F, 7I, 7L P – 7B); INTASC 6
  • develop techniques necessary for evaluating more effective mathematics learning IPTS (D – 3Q, 9A ); INTASC 6,8
  • analyze formal mathematical research for use by classroom teacher IPTS (D – 3G, 5B); INTASC 8

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Technology Support

If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support:

  1. 24x7 Live Canvas Support. Canvas has a 24 hour support by clicking on ? Help while in Canvas. You can Chat with Canvas Support, Report a Problem, or call the Canvas Support Hotline. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day seven (7) days a week through the Canvas help menu. From the help menu; select Report a Problem to send an email support request, select Chat with Canvas Support (Student) for a “live” text-based click-to-chat session, or to speak to someone directly use the toll-free number listed under the Canvas Support Hotline (Student). NOTE: Responses to Canvas’ email based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
  2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at techsupport.stfrancis.edu
  3. You can phone the Technology Support Center for personal help at (815) 768-8324 or (866) 337-1497 (toll-free) between 8:00 AM and 4:30 PM Central Standard Time, Monday through Friday or fill out a Technology Support Center ticket and select Canvas/Online courses as the component.

For any technical support issues that are not related to Canvas, you can also contact the USF Technology Support Center (TSC). You can reach them via:

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.