**Teaching
Elementary Math Conceptually:**

Instructor
Name: Kim Chappell, Ed.D.

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

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 to 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 (Online)**

Title:** ***Teaching Elementary Math Conceptually: A New
Paradigm*

Instructor:
Kim Chappell, Ed.D

Publisher:
Virtual Education Software, inc. 2010

**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.*

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.

·
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

As a student you will be
expected to:

·
Complete all** **four information sections showing a
competent understanding of the material presented in each section.

·
Complete all** **four section examinations, showing a
competent understanding of the material presented. **You
must** **obtain an overall score of 70%**
**or higher, with no individual** **exam score below 50%, to pass this course**. ***Please note: Minimum exam
score requirements may vary by college or university; therefore, you should
refer to your course addendum to determine what your minimum exam score
requirements are.**

·
Complete a review
of any section on which your examination score was below 50%.

·
Retake any
examination, after completing an information review, to increase that examination
score to a minimum of 50%, making sure to also be achieving an overall exam
score of a minimum 70% **(maximum of three attempts). *Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.**

·
Complete a course
evaluation form at the end of the course.

**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.

At the end of
each chapter, 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. Your final grade for the course
will be determined by calculating an average score of all exams. This score will be printed on your final
certificate. 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.

*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.

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.

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. The addendum will also note any additional course assignments that
you may be required to complete that** are not listed in this syllabus.*

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.*

4/16/15 JN