Welcome to EP210—Unit 1! Thanks for coming to my seminar! Seminar participation makes a difference. Please take a few minutes to visit with your classmates until seminar to begins. Professor: LaToya Blackshear Credentials: Bachelor in Elementary Education and a Masters in Educational Leadership Kaplan Address: Office hours: Available upon request

I Want to know about you!

Course Outcomes: After completing this course, you should be able to: Explain the central mathematical concepts of arithmetic, pre-algebra, and geometry Perform basic arithmetic, basic algebraic and basic geometric operations Identify developmentally appropriate grade level strategies for mathematics instruction Apply mathematical instructional methods to accommodate individual learning styles

Course Topics The Reform Movement in Math Instruction Early Math Concepts Child Readiness and Learning Theories Basic Facts and Operations Understanding Fractions Measurement and Geometry Decimals and Data Analysis Algebra and Functions Problem Solving and Technology

E-College Platform: Units Units ◦ 10 per term ◦ Located on left side of course homepage ◦ Include readings, discussions, seminars ◦ Units 3, 5, 6, 8, and 9 include projects

Unit 1 Assignments Read all information on course homepage Unit 1 ◦ Introduce Yourself ◦ Readings ◦ Web Resource ◦ Discussion ◦ Seminar ◦ Syllabus Quiz ◦ Final Project Information

Discussion Requirements For full credit: 1. Complete answers to all discussion questions. Make sure your responses provide a thorough discussion of the questions and include relevant examples of unit concepts. 2. Make sure your postings relate to the readings. Include reflections about how the unit objectives will be relevant to your “real world” experiences in the classroom. 3. Write responses that are at least 100 words. Read over your responses before posting to check for clear writing and correct spelling and grammar. 4. Interact with other students. Make sure to further the discussion by connecting your responses to the readings and course content. 5. Begin Discussion thread posts as early in the week as possible in order to build a substantial discussion.

Dropbox Submit all projects to the Dropbox All projects should be submitted in Microsoft Word Save your project with first name, last name, and unit # ◦ Example: LaToyaBlackshearUnit3

Syllabus: Seminars Live seminars ◦ For full credit, attend the full hour and contribute to the discussion ◦ Flex Seminar: Option of attending --PM Eastern or --PM Eastern Seminar option 2: Due at the end of the unit ◦ For full credit, respond to the questions with a 200-word (minimum) response.

Syllabus: Textbook Elementary and Middle School Mathematics- Teaching Developmentally, 6th Ed. By John A. Van De Walle All chapters are found in Doc Sharing

Syllabus: Grading Total course points: 1,000 ◦ Weekly seminars: 5 points ◦ Weekly discussions: 25 points ◦ Quizzes (Unit 1 and Unit 4): 70 total ◦ Projects: 125 points ◦ Final project: 160 points Refer to rubrics in the syllabus for all grades

Project Requirements Complete projects for Units 3, 5, 6, 8, and 9 Refer to the project instructions and rubrics Use APA format

Plagiarism Taking another person’s words, ideas, or results as their own. (If you want to include someone else’s words, ideas, or results, be sure to give proper credit to the source by following APA citation guidelines.) Copying work or written text without properly citing it. If you want to quote an author, you must give proper credit to the author. Please use quotations sparingly in your projects. Turning in an assignment that another student either partially or wholly completed. Your projects need to be written entirely by you.

What questions or comments do you have about the class syllabus? What questions do you have about course procedures, assignments, or grading policies? Your turn….

We’re off to the Unit 1 Topics…

The Traditional Approach… Teach, practice, memorize, correct model Focus on drills, memorization, and right answers Worksheets and textbooks Teacher-centered Related to math anxiety

The Traditional Approach… The traditional model of math instruction emphasized copying problems, performing tedious drills, memorizing obscure rules and facts, and getting “right answers.” Many students who are taught math in this way tend to lack confidence in their ability to solve problems and explain math concepts. They also tend to experience anxiety while engaging in math.

Question… What do you see as the strengths or weaknesses of this approach to teaching math?

The Problem Solving Approach… Moves from concrete to abstract Emphasizes real world connections Focuses on thinking and problem solving Promotes hands-on, visual, concrete learning Cooperative learning and discussion Student-centered Encourages risk taking

The Problem Solving Approach… The reform movement, on the other hand, emphasizes experiencing math, understanding math concepts, and discussing math in a learning community. The goal is to engage students in math exploration and problem solving and ensuring that math “makes sense.” The teacher’s role shifts from a distributor of knowledge to a facilitator of experiences.

Question… What do you see as the strengths or weaknesses of this approach to teaching math?

Traditional vs. Reformed Consider how students’ attitudes towards math might be different in the reformed classroom as compared to the traditional math classroom. Share your thoughts.

Question… Which approach best describes your experiences as a math student? How did you feel about math then? How do you feel about math now?

Consider this statement… “In this changing world, those who understand mathematics will have significantly enhanced opportunities for shaping their futures” (NCTM, 2000). Consider why NCTM views mathematics understanding as so important to students in our “changing world.”

NCTM As you read in Chapter 1, the National Council of Teachers of Mathematics (NCTM) has been the primary force in reforming mathematics instruction.

Seminar Question 5: What new insights about math instruction will you take away with you tonight? Do you foresee any challenging topics or areas of concern? How will you handle these concerns?

Happy Learning! Good night and see you next week in seminar!

Walle, J. A. (2007). Elementary and Middle School Mathematics. Boston: Pearson Education, Inc. Reference: