COURSE REQUIREMENTS
Assignments must be typed in font size 12, double spaced, and submitted by the due date. You are required to provide two copies of each assignment. 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 would 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. 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. Please inform professor if you anticipate absence.
C. REQUIRED PURCHASES: TEXTBOOK
 Van De Walle, John A. & LouAnn H. Lovin. Teaching StudentCentered Mathematics: Grades K3. Volume One. 2006
2. Constance Kamii & Leslie Baker Housman. Young Children reinvent Arithmetic: Implications of Piaget’s Theory. Second Edition. 2000.
New York State Education Department Curriculum Standards retrieved at www.nysed.gov
National Association for the Education of Young Children (NAEYC) Standards http://www.naeyc.org/
New York City Curriculum Frameworks retrieved at www.schools.nyc.gov
National Council of Teachers of Mathematics Standards at www.nctm.org
D. ASSIGNMENTS
There are six assignments in this course:
1. Technology assignment 10 points
 Integrated mathematics unit 20 points
 Lesson plan accompanied with students’ work, children’s reflection of the lesson, your reflection, and evaluation of the lesson. 20 points
 4. Literature based demolesson 15 points
 5. Resource file 15 points
 Reading Response 5 points
7. Final project 20
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
This course requires a oneto one meeting with the professor. Please make arrangements with the Professor in advance. This meeting is mandated.
TENTATIVE COURSE OUTLINE: This is a tentative course outline that might change depending on how things go.
DATE 
CHAPTERS 
TOPICS 
Session 1 September 1,2010 

Introduction to course, learning by doing mathematics [NYS v,vii,ix, INTASC 1,3,4,7,8,9, ACEI 1,2D] Reading: Chapter 1, 3, 4: Kamii, Chapter 1: De Walle 
September 8/10 Session 2 
NO CLASS


Session 3 September 15/10 
Chapter 1, 3, 4, Kamii Chapter 1: De Walle 
Students center math instruction, role of social interaction in logic/math Constructivism: Piaget and Vygotsky [NYS v,vii,ix, ACEI 2D] Teaching with technology 
Session 4 September 22/10 
Chapter 1: De Walle Chapter 9, Kamii

Teaching with problems, problem based lesson planning, solving story problems. HW: Write a math lesson plan for Kindergarten or first grade children

Session 5 September 29/10 
Chapter 1, Kamii Chapter 2: De Walle

Math with literature, developing early number concepts, how young children acquire number sense [NYS v,vii,ix, INTASC I, 3, ACEI 2D] HW: Write a lesson plan using a children’s book Technology Resource Presentation 
Session 6 October 06/10 
Chapter 5, 6 Kamii Chapter 3: De Walle

Abstraction and Representation: developing meaning for addition and subtraction[NYS v,vii,ix, INTASC I, 3, ACEI 2D] Technology Resource Presentation 
Session 7 October 13/10 
Chapter 7: Kamii Chapter 4: De Walle

Multiplication and division as objective, basic fact mastery Multiplication and division facts HW: Design an activity to teach addition or subtraction 
Session 8 October 20/10 
Chapter 5: De Walle

Teaching math through math center, designing an effective math center PreBase ten concepts and place value 
Session 9 October 27/10 
Chapter 7: De Walle

Geometric thinking and geometric concepts 
Session 10 November 3/10 
Chapter 10: De Walle

Algebraic thinking/patterns [NYS v, vii, ix, ACEI 2d] 
Session 11 November 10/10 
Chapter 4: De Walle

Teaching mathematics to culturally and linguistically diverse learners Developing measurement concepts [NYS ,vii,ix, INTASC I, 3, ACEI 2d]

Session 13 November 17/10

Chapter 7: Kamii

Teaching mathematics to exceptional children with special needs Teaching mathematics with games 
Session 14 November 24/10

NAYCE and NAECS/SDE document 
Early childhood curriculum, assessment and program evaluation Assessment tools [NYS v,vii, ACEI 3C, 4] Lesson Demonstration 
Session 15 December 1/10 

Data analysis, classification, helping children use data Lesson demonstration 
December 8/10


Last day of class Lesson Demonstration 
December 15/10


Final Project Presentation 
Assignment Due Dates
9. 25. 10 
Internet presentation 
10.26.10 
Reading Response 
11.17. 10 

11. 24. 10 
Unit Plan Demo Lesson Presentation 
12.01.10 
Teaching Lesson Demonstration

12.15.10 
Final project presentation 
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 
Recent Bibliography:
Johnson A. (2010) Teaching mathematics to culturally and linguistically diverse learners.
Pearson.
Whitin, P. & Whitin, D. J.(2000). Math is language too: Talking and writing in the mathematics
classroom. Urbana, IL. NCTE.
Fosonot, C.T. & Dolk, M. (2001). Young mathematicians at work: Constructing number sense,
addition and subtraction. Portsmouth, NH. Heinemann.
Carpenter, T. P., Fennma E., Franke, M.L., Levi, L., & Empson, S. (1999). Children’s
mathematics: Cognitively guided instruction. NH: Heinmann.
National Council of Teachers of Mathematics (2002). Learning and teaching mathematics with
technology [Focus Issue]. Teaching Children Mathematics, 8(6).