Teaching Secondary Math Conceptually:
Meeting Mathematics Standards
Instructor Name: Kim Chappell
Office Hours: 8 a.m. to 5 p.m. PST Monday - Friday
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
Technical Support: firstname.lastname@example.org
Welcome to Teaching Secondary Math Conceptually: Meeting Mathematics Standards, an interactive computer-based instruction course designed to expand your methodology for teaching Mathematics. The course will explore an instructional methodology 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. The course will also explore teaching methodologies that support many federal and state standards. This course will focus on the topics of integers, fractions, factoring, and functions.
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 Secondary Math Conceptually: Meeting Mathematics Standards
Instructor: Kim Chappell, Ed.D.
Publisher: Virtual Education Software, inc. 2017
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 classroom or academic-related settings. The teaching strategies are designed to be used primarily with middle and high school students, or any students who struggle with understanding mathematics.
· Expand conceptual understanding of integers, fractions, factoring, and functions
· Explore a conceptual methodology of teaching math
· Develop skill in designing constructive learning experiences
· Explore strategies that supports learning the skills outlined in mathematics federal legislation
· Investigate integrating concrete modeling to support conceptual teaching
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%, and successfully complete ALL writing assignments 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 all course journal article and essay writing assignments with the minimum word count shown for each writing assignment.
· Complete a course evaluation form at the end of the course.
Chapter 1 – Integers
The first chapter outlines the teaching methodology, including a discussion of the conceptual, contextual, and constructive teaching of math. Comparisons are drawn between traditional math education and conceptual teaching. The chapter also explores the methodology in relationship to mathematics federal legislation. The chapter concludes with strategies for developing conceptual understanding of integers. Example activities are presented to both explain mathematical concepts and illustrate teaching strategies.
Chapter 2 – Fractions
The second chapter explores fractional understandings. Geometric and newly produced manipulatives are used to develop essential concepts and computational principles. All operations are presented using manipulatives to teach for fractional understanding. In addition, a unique strategy is presented to find common denominators, equivalent and reduced fractions. Example activities are presented to both explain mathematical concepts and illustrate teaching strategies.
Chapter 3 – Factoring
The third chapter develops concepts of prime numbers and factoring. Foundational principles for factoring are developed and applied to a variety of complex operations. Conceptual understandings are expanded to construct knowledge of exponents. Example activities are presented to both explain mathematical concepts and illustrate teaching strategies.
Chapter 4 – Functions
The final chapter explores the principles of functions. Strategies presented are designed to construct foundational understanding of functions. Example activities are presented to both explain mathematical concepts and illustrate teaching strategies. The chapter concludes with a discussion of standards for practice and integrating modeling into middle and high school math.
At the end of each course 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. 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.
All assignments are reviewed and may impact your final grade. Exceptionally or poorly written assignments, or violation of the Academic Integrity Policy (see course syllabus for policy), will affect your grade. Fifty percent of your grade is determined by your writing assignments, and your overall exam score determines the other fifty percent.
Refer to the Essay Grading Guidelines which were sent as an attachment with your original course link. You should also refer to the Course Syllabus Addendum which was sent as an attachment with your original course link, to determine if you have any writing assignments in addition to the Critical Thinking Questions (CTQ) and Journal Article Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your writing assignments must meet the minimum word count and are not to include the question or your final citations as part of your word count. In other words, the question and citations are not to be used as a means to meet the minimum word count.
Critical Thinking Questions
There are four CTQs that you are required to complete. You will need to write a minimum of 500 words (maximum 1,000) per essay. You should explain how the information that you gained from the course will be applied and clearly convey a strong understanding of the course content as it relates to each CTQ. To view the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back at any point to edit your essay, but you must be certain to click SAVE once you are done with your edits.
You must click SAVE before you write another essay or move on to another part of the course.
Journal Article Summations
You are required to write, in your own words, a summary on a total of three peer-reviewed or scholarly journal articles (one article per JAS), written by an author with a Ph.D., Ed.D. or similar, on the topic outlined within each JAS section in the “Required Essays” portion of the course (blogs, abstracts, news articles or similar are not acceptable). Your article choice must relate specifically to the discussion topic listed in each individual JAS. You will choose a total of three relevant articles (one article per JAS) and write a thorough summary of the information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the journal name, volume, date, and any other critical information to allow the facilitator to access and review each article.
To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are done with your edits. For more information on the features of this assignment, please consult the HELP menu.
You must click SAVE before you write another summary or move on to another part of the course.
Teaching Secondary Math Conceptually: Meeting Mathematics Standards was developed by Dr. Kim Chappell. Dr. Chappell is an Associate Professor of Education at Grace University in Nebraska. Currently, she teaches graduate courses in the Teacher Education Department. She not only mentors teacher candidates, but also teaches online courses, writes curriculum, and supervises graduate research. Dr. Chappell has over 24 years of teaching experience and holds two master’s degrees: a Master of Education in Curriculum and Instruction, and a Master of Science in Mathematics Education. Dr. Chappell has a Doctorate of Education degree in Instructional Leadership.
You may contact the instructor by emailing Professor Chappell at email@example.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 firstname.lastname@example.org 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 (chap. 3, pp. 27–44). Reston, VA: National Council of Teachers of Mathematics.
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 Publications.
Kalman, R. (2004). The value of multiple solutions. Mathematics Teaching in the Middle School, 10(4).
Langer-Osuna, Jennifer M. (2017). Authority, Identity, and Collaborative Mathematics. Journal for Research in Mathematics Education. National Council of Mathematics teachers. May 2017, Vol. 48, Issue 3
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
RCML (2016) Investigations in Mathematics Learning. Taylor and Francis Publishing.
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.