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COURSE NUMBER: EDUC 307
COURSE TITLE: Issues and Methods in Elementary Mathematics Teaching
NAME OF INSTRUCTOR: Dr. Wendy Stienstra
CREDIT WEIGHT AND WEEKLY TIME DISTRIBUTION: credits 3 (hrs lect 3 - hrs sem 0 - hrs lab 1)
COURSE DESCRIPTION: This course examines foundational and methodological issues in teaching elementary mathematics.  It provides an overview of the elementary mathematics curriculum, both in content and theories of instruction.  Using problem solving in context, this course explores the development of children’s understanding of key ideas in mathematics and examines the role of mathematical discussion the  development of mathematical reasoning and the use of assessment for learning.

This course is open only for students in the B.Ed. (AD) programs.
REQUIRED TEXTS: Available from the Bookstore:
  • Van de Walle, J. A. & Folk, S.  (2015).  Elementary and middle school mathematics:  Teaching developmentally (4th Canadian ed.).  Toronto:  Pearson Allyn and Bacon.
Available online:
  • Alberta Mathematics Programs of Study
    • http://education.alberta.ca/teachers/program/math/programs.aspx   
    • http://education.alberta.ca/media/645594/kto9math.pdf
MARK DISTRIBUTION IN PERCENT:
Math Autobiography and Reflection20%
Social Justice Assignment25%
Reflection on Role Plays30%
Focused Observation: Video Clip response25%
100%
COURSE OBJECTIVES: The goals of this course are that students will:
  • gain an overview of the mathematics curriculum from K-9: the content and the underpinning theories of instruction.
  • critique the current reform in mathematics education
  • gain some knowledge of the outstanding issues in mathematics education.
  • develop an understanding of the developmental landscape of children’s mathematical knowledge and the role of big ideas.
  • develop a repertoire of resources, both instructional and theoretical.
  • develop effective pedagogical strategies in mathematics.
  • develop the ability to use mental math to follow mathematical explanations of students and conduct mathematical discussions.
  • develop flexible mathematical reasoning to understand adequately children’s personal math.
  • identify any personal areas of content knowledge weakness.
  • believe that they are capable of both doing math and teaching math
COURSE OUTLINE:
  • Contexts for Doing Math
  • Doing Mathematics
  • Learning/Teaching Mathematics
  • Area & Perimeter Activity
  • Inquiry & Discourse
  • Planning Lessons
  • Number Sense - Landscape of Learning
  • Addition & Subtraction
  • Place Value - Landscape
  • Multiplication & Division
  • Math and Social Justice
  • Planning: Social Justice Problems
  • Fractions
  • Assessment
  • Patterns & Relations
  • Real Life Math
  • Deepening Number Concept Measurement
  • Pulling it all together


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