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Teaching
Elementary Math Conceptually: A New Paradigm
Instructor Name: Kim
Chappell Phone: 509-891-7219 Office
Hours: 8 a.m. to 5 p.m.
PST Monday - Friday Email: kim_chappell@virtualeduc.com Address: Virtual Education
Software 16201 E
Indiana Ave, Suite 1450 Spokane,
WA 99216 Technical
Support: support@virtualeduc.com Introduction
Welcome
to Teaching Elementary Math
Conceptually, an interactive computer-based instruction course designed
to expand your methodology for teaching Mathematics. The course will explore
an innovative teaching model that incorporates strategies for teaching
concepts constructively and contextually. The goal is for you to gain a
deeper understanding of the underlying concepts of various math topics and
explore the principles of teaching those concepts to learners. This course
will focus on the topics of number sense, basic operations, and fractions. This computer-based instruction course
is a self-supporting program that provides instruction, structured practice,
and evaluation all on your home or school computer. Technical support information can be found,
in the Help section of your course. Course Materials Title: Teaching Elementary Math Conceptually: A
New Paradigm Instructor:
Kim Chappell, Ed.D. Publisher: Virtual
Education Software, inc. 2010 Academic Integrity Statement
The
structure and format of most distance learning courses presume a high level
of personal and academic integrity in completion and submission of
coursework. Individuals enrolled in a distance-learning course are expected
to adhere to the following standards of academic conduct.
Academic
Work Academic work submitted by the
individual (such as papers, assignments, reports, tests) shall be the
student’s own work or appropriately attributed, in part or in whole, to its
correct source. Submission of commercially prepared (or group prepared)
materials as if they are one’s own work is unacceptable. Aiding
Honesty in Others The individual will encourage honesty in
others by refraining from providing materials or information to another
person with knowledge that these materials or information will be used
improperly. Violations
of these academic standards will result in the assignment of a failing grade
and subsequent loss of credit for the course. Level
of Application
This course is designed to be
an informational course with application to work or work-related settings.
The intervention strategies are designed to be used primarily with elementary
students, or any students who struggle with understanding mathematics. Course
Objectives
·
Expand conceptual understanding
of number sense, basic operations, and fractions ·
Explore a conceptual model of
teaching math ·
Develop skill in designing
constructive learning experiences ·
Explore foundational
mathematical principles ·
Investigate integrating
conceptual teaching into curriculum Course Description
The course Teaching
Elementary Math Conceptually: A New Paradigm is designed to explain and
connect the major concepts, procedures, and reasoning processes of
mathematics. Current research and trends in math education will be discussed
to outline a teaching methodology that is conceptual, contextual, and
constructive. Activities are presented to explain underlying concepts and
illustrate constructive teaching. The course has been divided into four
chapters covering four math topics: number sense, addition and subtraction,
multiplication and division, and fractions. Emphasis
is on exploring how to develop mathematical understanding in learners.
Student
Expectations
As a student, you will be expected to:
·
Retake any chapter examination,
after completing an information review, to increase that examination score to
a minimum of 70% (maximum of three
attempts).
Course
Overview
Chapter 1 – Number Sense The
first chapter outlines the teaching model, including a discussion of the conceptual,
contextual, and constructive teaching of math. Comparisons are drawn between
traditional math education and current trends in math education. The chapter
also explores how to develop conceptual understanding of number sense,
counting principles, and place value. Example activities are presented, both
to explain mathematical concepts and to illustrate teaching strategies. Chapter 2 – Addition & Subtraction The
second chapter covers concepts in addition, subtraction, and estimation. This
chapter explores foundational concepts to develop computational fluency
without memorization. Strategies represent conceptual and constructive
teaching. A unique manipulative tool is introduced that is used extensively
to develop operational concepts and expand place value principles. Chapter 3 – Multiplication & Division The
third chapter develops concepts in multiplication, division, and prime
numbers. In this chapter,
designing contextual problems is discussed. Strategies presented are designed
to construct operational concepts that are foundational to fractions. Place
value concepts are expanded, and prime number concepts are developed. Chapter 4 – Fractions The final chapter explores fractional understandings. Alternative manipulatives are used to develop essential concepts as well as computational principles. In addition, a unique strategy is presented to find common denominators, equivalent fractions, and reduced fractions. All operations, including division, are presented using manipulatives to teach for understanding. Examinations
At the end of
each course section, you will be expected to complete an examination designed
to assess your knowledge. You may take these exams a total of three times. Your
last score will save, not the highest score. After your third attempt, each examination
will lock and not allow further access.
The average from your exam scores will be printed on your
certificate. However, this is not your
final grade since your required writing assignments have not been reviewed. Exceptionally written or poorly written
required writing assignments, or violation of the academic integrity policy
in the course syllabus, will affect your grade. As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all
questions. If you try to exit the exam before you complete all questions,
your information will be lost. You are expected to complete the entire exam in
one sitting. Writing Assignments This course has two required writing components. To save your essays: When you select the
question or article you wish to write on, simple text or text edit will automatically be launched.
When you are finished, simply click SAVE.
You must SAVE before you
write another essay or move on to another part of the course. 1) Essay Requirement: Critical Thinking Questions There is a Critical Thinking Question for each
chapter. You will do research on the question and write a brief essay
relating it to the course content (and your personal experiences when
possible). To view the questions,
click on REQUIRED ESSAY and choose the Critical Thinking Question that you
would like to complete; this will bring up a screen where you may enter your
essay. You must write a minimum of 500
words per essay. You must
SAVE before you write another essay or move on to another part of the course. 2) Essay
Requirement: Journal Articles This task requires you to
write a review of three journal articles of your choice on a topic related to
this course. You may choose your topic
by entering the Key Words (click on the Key Words button) into a search
engine of your choice (Google, Dogpile, Yahoo, etc.). Choose three relevant articles
and write a 200-word review of each. You may also access the ERIC system and
choose a related topic from a journal listed in that system. Or you can access www.scholar.google.com or
www.findarticles.com. Write a critical summary of the information given in
each article, explaining how the information relates to, supports, or refutes
information given in this course. Conclude your paper with your thoughts and
impressions. (200 words per journal article minimum, 400 words maximum.) Be
sure to provide the journal name, volume, date, and any other critical
information to allow the instructor to access and review that article. To write your essays,
click on REQUIRED ESSAY and choose the Journal Article that you would like to
complete; this will bring up a screen where you can write your review. When
you are ready to stop, click SAVE. You may go back at any point to edit your
essays. For more information on the
features of this assignment, please consult the HELP menu. You must
SAVE before you write another essay or move on to another part of the course. Instructor
Description
Teaching Elementary Math Conceptually:
A New Paradigm was
developed by Kim Chappell. Kim Chappell is an Assistant Professor of
Education at Crown College in Minnesota. Currently, she teaches undergraduate
courses in the Teacher Education Department. She supervises student teachers,
mentors students, and writes curriculum. Professor Chappell has over 19 years
of teaching experience, 14 of those years in grades 1 through 8. She spent 9
years teaching middle school mathematics. She holds two master’s degrees, a
Master of Education in Curriculum and Instruction, and a Master of Science in
Mathematics Education. She also holds an Ed.D. degree in Instructional Leadership. Contacting
the Instructor
You may
contact the instructor by emailing Professor Chappell at
kim_chappell@virtualeduc.com or calling her at 509-891-7219,
Monday through Friday, 8:00 a.m. - 5:00 p.m. PST. Phone messages will be answered within 24
hours. Phone conferences will be limited to ten
minutes per student, per day, given that this is a self-paced instructional
program. Please do not contact the instructor about technical problems,
course glitches, or other issues that involve the operation of the course. Technical Questions
If
you have questions or problems related to the operation of this course,
please try everything twice. If the problem persists please check our support
pages for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course. If
you need personal assistance then email support@virtualeduc.com or call
(509) 891-7219. When contacting
technical support, please know your course version number (it is located at
the bottom left side of the Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call. Minimum Computer
Requirements Please
refer to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about the compatibility of your
operating system. Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and how to submit your completed information. References
Ball, D. L., & Bass, H. (2003). Making
mathematics reasonable in school. In J. Kilpatrick, W. G. Martin, & D.
Schifter (Eds.), A research companion to principles and standards for school
mathematics (pp. 27–44). Reston, VA: National Council of Teachers of
Mathematics. Burns, M. (1998). Math: Facing an American phobia.
Sausalito, CA: Math Solutions Publications. Fix, A. (2009, January 16). Personal communication. Crown College: St.
Bonifacius, MN. Gardner,
H. (1993). Frames of mind: The theory
of multiple intelligences. New York: Basic Books. Glatthorn,
A., Boschee, F., & Whitehead, B. (2005). Curriculum leadership: Development and implementation. Thousand
Oaks, CA: Sage. Kalman, R. (2004, November). The value of multiple solutions. Mathematics
Teaching in the Middle School, 10(4). Laureate Education, Inc. (Executive
Producer). (2005). Fractions, grades 6–8. Baltimore: Author. Maier, G. (2006). The algebra blues. Connect Magazine, 19(3),
24-25. McClain,
K., & Schmitt, P. (2004, January). Teachers grow mathematically together:
A case study from data analysis. Mathematics Teaching in the Middle
School, 9(5), 274-279. National
Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA:
National Council of Teachers of Mathematics. National Council of Teachers of
Mathematics. (2004). Developing number sense. Retrieved October
21, 2004, from http://illuminations.nctm.org/index_d.aspx?id=252 Seeber, F.
(1984). Patent No. 4560354. USA. Van de Walle,
J. A. (2007). Elementary and
middle school mathematics: Teaching developmentally (6th ed.). Upper Saddle River, NJ:
Pearson. Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page. 10/24/11 JN |
