Dr. Robert Capraro
Office: Harrington 358
Office Hours: By Appointment
Office Phone: (979) 845-8007
Home Phone : (979) 693-4593 Cell Phone: (979) 575-6520
e-mail: 1st Try or Fastest Way

Catalog Description

This course will be based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics and National Science Education Standards. Students will be involved in hands-on activities and experiments enabling them to construct their own knowledge through an inquiry based pedagogical approach that demonstrates modeling. This course will equip future educators with adequate resources to create an elementary classroom environment where all of their students will have access to high-quality, engaging mathematics and science instruction. The learning atmosphere will be a place where students will be able to use mathematics and scientific principles and processes in making everyday decisions and solving real-world problems in both cooperative and individual activities.

Prerequisites

Admission to teacher education, TEFB 271, and math 365 and 366.

Required Texts

Van de Walle, J. A. (2001). Elementary and middle school mathematics: Teaching developmentally (4th ed.). New York, NY:Longman.

Heil, D., Amorose, G., Gurnee, A., & Harrison, A. (Eds.). Family science. Portland, OR: Portland State University

National Council of Teacher of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA:Author. (See specific requirements www.nctm.org/standards2000)

Recommended Resources

Lowery, L. F. (1998). NSTA pathways to the science standards: Elementary school edition. Arlington, VA: National Science Teachers Association.

National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press. (See specific requirements www.nap.edu)

National Research Council (2000). National science education standards. Washington, DC: National Academy Press. (See specific requirements www.nas.edu)

Student Membership in the NCTM, TCTM, Trinity-Brazos River Valley Council of Teachers of Mathematics and NSTA

ETA/Cuisenaire Manipulative Starter Kit Item Number AI-011324 approx. $40.00

Grades

Percentages of the course grade are listed next to each requirement. Grades will be assigned as follows.

Note that this course must be completed within a grade of "C" or better prior to student teaching.

Students with Special Needs

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protections for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities in Room 126 of the Koldus Building. The phone number is 845-1637.

Statement of Plagiarism

The handouts used in the course are copyrighted. By "handouts", I mean all materials generated for this class, which include but are not limited to syllabi, quizzes, exams, lab problems, in-class materials, review sheets, and additional problem sets. Because these materials are copyrighted, you do not have the right to copy the handouts, unless I expressly grant permission.

As commonly defined, plagiarism consists of passing off as one's own the ideas, words, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic offenses, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated.

If you have any questions regarding plagiarism, please consult the latest issue of the Texas A & M University Student Rules, under this section "Scholastic Dishonesty".

Attendance

Attendance of individuals in the class is required, and university rules regarding absences will be followed. Exchange of ideas is essential for the learning occurs in this class. In most class of meetings, students work in pairs and or in groups. The absence of one individual effects the effectiveness of all persons working group. If you are absent, its responsibility to make up his work and provide evidence that the absence was excused. Without this evidence, the absence will be considered unexcused. The instructor reserves the right to lower a person's grade by one letter for every three unexcused absences.

Assignments

The following format is required for every assignment submitted. Deviating from the format may result in reduced points, returned paper, or rejection of the assignment completely. Absolutely no exceptions will be made. All submissions will be typed, double-space one side only, in either 12 point Helvetica, or 12 point New Times Roman font. A cover page specifying the assignment, due date, professor's name, and student's name. Each submission's last page will include a grade page. All papers are to be stapled, no paper clips.

Journal Articles

For each of the content strands, turn in the article, one paragraph summary, one paragraph reflection of the article based on a comparison of what you thought about the topic prior to reading the article, and a one paragraph application to your classroom practices on each of the content strands on the assigned dates. Submission should not exceed two-pages. One article must be from each of the following journals for mathematics; Journal for Research in Mathematics Education, School Science and Mathematics, Teaching Children Mathematics, Teaching K-8, Science and Children.

Key Concepts

Purchase or Download the Standards for Schools Mathematics as needed.

Print and read a copy of grades K-2 and 3-5 Standards for each of the five content strands, type 10 new essential concepts learned (five at each level: K-2, & 3-5). A student led discussion will occur on each topic's opening date.

Chapters

Read assigned chapters in the Van de Walle book and complete the assigned exercises. They must be typed and submitted on the assigned due dates. The list of exercises for each chapter come from the reflections section, Writing to Learn.

Homework

Prepare the materials for each of the activities listed on the course schedule. Directions and further detail will be given before each assignment will due. The materials should be prepared in a sturdy and durable manner suitable for classroom use.

Tentative Class Schedule

Date	Topic	Due
8/29	Orientation/Syllabus
9/5	NCTM/NSE Standards	Download and prepared to discuss NCTM Ch. 1-2 and Science Packet
9/12	Number Sense and Operations Stretching the Limits / Enterprise	10 Concepts; Ch.6,#1; Ch.7,#1; Ch.8, #1,2,10,11; Ch. 9,#3,7
9/19	Number Sense and Operations Trios I Have . . ., Who Has . . . (Cards) Hello! Is anyone out there? Soft Space Model Corn Dehydration	Journal Review I Have . . ., Who Has . . . (Cards)
9/26	Algebra Sea Squares Double or Divide Natural Guesses	10 Concepts; Ch.19,#1,5
10/3	Algebra Breakfast Density Animal Classification/Beanie Babies	Journal Review Longs and Shorts
10/10	Geometry Just Bee cause / Web Building Aw, you can't be that big sun!	10 Concepts; Ch.17, #1,2,3
10/17	Midterm/Integrated Unit
10/24	Geometry Question Quilts Height Variation among Students How Do Plants Get Water	Journal Review Nets Learning Board
10/31	Measurement An egg sample of birds Crystal Packages/ Lending a Hand Gummy Measurement	10 Concepts; Ch.16,#1,2,4 Balloon Rocket Enterprise Group ( )
11/7	Measurement Lending a Hand Being Comfort-able What does the Stick Know? What does the Shadow Know?	Journal Review Diameter Ruler
11/14	Data Analysis and Probability Spheres on a Roll Bouncing Balls in Water Buoyancy of Salt Water	10 Concepts; Ch.18,#3,10
11/21	Data Analysis and Probability Magnetism/Electricity Making a Sucking Coil Electric Motors	Journal Review Hundred Beads
11/28	Final Exam

Journal (10%) Dates

1 page typed with three sections

Section 1 Dispassionately describe (report) what the teacher does and says.

Section 2 Describe what the students say and do. Refrain from evaluating what the students do.

Section 3 Reflect and evaluate based on your understandings of what occurs. This section should demonstrate your knowledge gleaned from the coursework in its application to a real learning environment. Please adhere to the following schedule:

Journal Focus (subject to change)

©Classroom Management

ðClassroom Organization and Arrangement (Bulletin Boards)

MTeacher Delivery Method

.Gender, Ethnic, and Special Needs Equity

sEffective Strategies

9The awesome responsibility of working with children

Observations	DUE
9/6, 9/11, 9/13	9/18 (*)
9/18, 9/20, 9/25, 9/27	10/2()
10/2, 10/4, 10/9, 10/11	10/16()
10/16, 10/18,10/23, 10/25	10/30()
10/30,11/1, 11/6, 11/8	11/13()
11/13,11/15, 11/20, 11/27	11/27()

Integrated Unit (15%)

Develop individually (see handbook) - Due week of November 6 (Same hand-in schedule)

 

Classroom Assessment (10%)