**Teaching Secondary
Math Conceptually:**

Meeting Mathematics Standards

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

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**

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%, 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 – 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 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 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 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*
(chap. 3, pp. 27–44). Reston, VA: National Council of Teachers of Mathematics.

Burns, M. (1998). *Math: Facing an American phobia*. Sausalito, CA, USA: Math Solutions
Publications.

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

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

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.*

5/24/17 JN