COURSE REQUIREMENTS
Assignments must be typed in double spaced, 12point font, and edited carefully for spelling, syntax, and punctuation and submitted by the due date. Each assignment must have your name, course number, course name, assignment title and the date submitted.
Late Assignments
Assignments are due on the dates listed in the syllabus. Grades for late assignments may be reduced. The Professor reserves the right not to accept Assignments after due dates. Lesson Plan Projects must be approved by the professor prior to presentation/teaching at the field experience site.
Expectations
 Students are expected to attend every session on time. Any absence exceeding 15% of the class meeting time (i.e., 2 class sessions) can result in a lowering of your grade.
 You are expected to exhibit professional behavior and dispositions.
 You are expected to come to class ready to discuss the main ideas of the readings, contributing your own ideas, insights, and reflection.
 Participate in class discussions, presentations and other activities. Your participation depends upon you timeliness in attendance. You are expected to participate fully in group discussions, and demonstrate a professional attitude by listening carefully to the ideas of others.
If an emergency arises and a student is absent, the student is expected to contact the professor and set up an appointment to review missed instruction. All students are expected to provide a working telephone number and email address on the first day of class.
C. REQUIRED PURCHASES: TEXTBOOK
1. Required textbook: Van De Walle, John A. Elementary School Mathematics: Teaching
Developmentally, Seventh Edition, New York: Longman Publishers, 2008.
2. Field Experience Guide for Van De Walle, John A. Elementary School Mathematics: Teaching Developmentally, Seventh Edition, New York: Longman Publishers, 2008.
New York State Education Department Curriculum Standards retrieved at www.nysed.gov
New York City Curriculum Frameworks retrieved at www.schools.nyc.gov
National Council of Teachers of Mathematics Standards at www.nctm.org
 ASSIGNMENTS
There are six assignments in this course:
1. Internet assignment 15 points
2. Lesson plan accompanied with students’ work, children’s reflection of the lesson, your reflection, and evaluation of the lesson. 25 points
3. Big number presentation 15 points
4. Demolesson 20 points
5. Mathematics Toolkit 15 points
6. Reading response 5 points
Class participation (readings, discussions), homework, and problemsolving activities 5 points
Field Work Requirement: Attached in syllabus part 2
E. All assignments must be completed on time. Log sheets must be completed and submitted in duplicate for all field assignments. Log sheets must accompany fieldwork writing assignments.
Submit two copies of all assignments.
F. COURSE TOPICS/UNITS/READINGS AND DATES
Attendance is mandated. Coming late or leaving early constitute partial absences and, cumulatively, will have the same impact as absences.
Field Work Requirement: Attached in syllabus part 2
E. All assignments must be completed on time. Log sheets must be completed and submitted in duplicate for all field assignments. Log sheets must accompany fieldwork writing assignments.
Submit two copies of all assignments.
TENTATIVE COURSE OUTLINE: This is a tentative course outline that might change depending on how things go.
Date 
Chapter 
Topic 
Week 1 8/30/10
9/01/10 
1 
Welcome, intro to course
Directions of mathematics education [NYS v,vii,ix, INTASC 1,3,4,7,8,9, ACEI 1,2D] 
Week 2
9/13/10
9/15/10


NO CLASS

Week 3 9/20/10
9/22/10

2,3 
Constructivist approach to learning and implications for instruction [NYS v,vii,ix, ACEI 2D] 
Week 4 9/27/10
9/29/10


Internet Presentation 
Week 5 10/4/10
10/06/10 

Teaching mathematics through problem solving [NYS ix, ACEI 2D]

Week 6 10/11/10
10/13/10 

Building assessment into instruction;
Teaching all children: Disabilities, linguistically diverse,equity [NYS v,vii, ACEI 3C, 4]

Week 7 10/11/10 10/13/10 

No CLASS ON 10/11/10
Big Number presentation 
Week 8 10/18/10
10/20/10


Teaching math with technology; [NYS v,vii,ix, INTASC I, 3, ACEI 2D]
Developing early number concepts program

Week 9


Meanings of the four operations; Strategies for mastering the basic facts [NYS v,vii,ix, INTASC I, 3, ACEI 2D] 
Week 10 

PlaceValue, and invented strategies [NYS v,vii,ix, ACEI 2D] NO CLASS ON NOVEMBER 3/10

Week 11 

Algebraic thinking [NYS v, vii, ix, ACEI 2d]
Demo lesson presentation 
Week 12 

Demo lesson presentation
Fraction ConceptReading response due

Week 13 

Computation with fractions Decimal and percent concept

Week 14 

Measurement concept: Estimating, area, volume and capacity, weight and mass, measuring time, measuring angles 


Theoretical versus experimental probability



Teaching lesson presentation

Assignment Due Dates
9/2022/10

Internet presentation ,written report websites

10/13/10 
Big number presentation Accompanied Written report

10/25/10 
Reading response 
11/1015/10 
Demo lesson presentation High Stake writing ((Explanation of content Knowledge, pedagogical content knowledge, and the knowledge of teaching environment)

12/15/10

Tool kit, fieldwork due

12.14.10 
Teaching lesson High Stake Writing Assignment: Conceptual Essay (Explanation of content Knowledge, pedagogical content knowledge, and the knowledge of teaching environment) 
Please keep duplicate electronic and hard copies of all work submitted!
ASSESSMENT
Assignments 1 through 7 will be assessed with a rubric. Assignments are graded based upon content and format. Each assignment will be graded as follows:
MEC GRADING SYSTEM
Symbol 
Range 
MEC Definitions 
EDUCATION DEPARTMENT Performance Criteria 
A+ 
97 – 100 
Exceptional 
Exemplary (3) 
A 
93.6 – 96.9 
Excellent 

A 
90 – 92.9 
Outstanding 

B+ 
87.1 – 89.9 
Very Good 
Competent (2) 
B 
83 – 87 
Good 

B 
80 – 82.9 
Good 

C+ 
77 – 79.9 
Satisfactory 
Emerging (1) 
C 
70 – 76.9 
Satisfactory 

D 
60 – 69.9 
Passing 
Unacceptable (0) 
F 
0 – 59.9 
Failure/ Unsuccessful completion of course 
Medgar Evers College Policy on Academic integrity
Academic Dishonesty is prohibited in Manhattanville College and is punishable by
penalties, including failing grades, suspension, and expulsion as provided at:
ADA Statement
Students with disabilities needing academic accommodation should: (1) register with and
provide documentation to the Special Services Office; (2) bring a letter to the
instructor indicating the need for accommodation and what type. This should be done during the first week of class.
USE OF STUDENT WORK
All teacher education programs in New York State undergo periodic reviews by accreditation
agencies and the state education department. For these purposes, samples of students’ work are made available to those professionals conducting the review. Student anonymity is
assured under these circumstances. If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated.
J. RECENT BIBLIOGRAPHY
Carpenter, T. P., Fennma E., Franke, M.L., Levi, L., & Empson, S. (1999). Children’s mathematics: Cognitively guided instruction. NH: Heinmann.
Curcio, F.R. (1999). Dispelling myths about reform in school mathematics. Mathematics Teaching in the Middle School, 4, 282284.
Fennema, E., Carpenter, T.P., Franke, M.L. & Carey, D. A. (1993). Leaning to use children’s mathematics thinking: A case study. In R. B. Davis & C. A. Maher, (Eds.), School mathematics and the world of reality (93117). Needham Heights, MA: Allyn & Bacon.
Fosnot, C. T., & Dolk, M (2002) Young mathematicians at work: Constructing fractions, decimals, and percents. Portsmouth, NH: Heinemann.
Jones, G. A., Thornton, C. A., Putt, I. J., Hill, K. M., Mogill, A.T., Rich, B. S., & Van Zoest, L. R. (1996). Multidigit number sense: A framework for instruction and assessment. Journal for Research in Mathematics Education, 27, 31—336.
National Council of Teachers of Mathematics. (1990). Geometry and geometric thinking [Focus Issue]. Teaching Children Mathematics, 5(6).
National Council of Teachers of Mathematics (2002). Learning and teaching mathematics with technology [Focus Issue]. Teaching Children Mathematics, 8(6).
Nitabach, E., & Lehrer, R. (1996). Developing spatial sense through area measurement. Teaching Children Mathematics, 2, 473476.
Polya, George. Hoe to Solve It. Princeton, N.J.: Princeton University Press, 1973. Worth, Ill.: Creative Publications. Lambdin, D. V., Kehle, P.E., & Preston, R. V. (Eds.) (1996). Emphasis on assessment: Readings from NCTM’s schoolbased journals. Reston, VA: National Council of Teachers of Mathematics.
Rathmell, E. C. Leutzinger, L. P., & Gabriele, A. (2000). Thinking with numbers. Cedar Falls, IA: Thinking with Numbers, Inc.
Russell, S. J. (2001). Developing computational fluency with whole numbers. Teaching Children Mathematics, 7, 155158.
Thornton, C. A., & Bley, N.S. (Eds.). (1994)Windows pf opportunity: Mathematics for students with special needs. Reston, VA: National Council of Teachers of Mathematics.