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Fall 2008
I. COURSE DESCRIPTION
A. This course will require graduate students to complete applied professional experiences in Math Education in K–12 educational settings. A major outcome of this class will enable graduate students to analyze assessment data and plan appropriate math programs for a targeted population. The course focuses on providing opportunities for graduate students to learn how to assemble a Mathematics Assistance Project using mentors.
B. Course Rationale This course is the capstone course for students who are seeking a Masters of Science degree with a specialization in Mathematics Education. The course is designed to provide mathematics educators with an opportunity to put into practice the pedagogical and mathematical skills acquired throughout the study program. All course objectives are aligned to National Council of Teachers of Mathematics (NCTM) Standards, Florida Educator Accomplished Practices, ESOL Standards, INTASC standards, and Sunshine State Standards.
II. COURSE OBJECTIVES
Upon completion of MAT 510, students will be able to:
1. Compile, organize, and analyze student data (SSS MA.E1.4.1; ESOL 20; INTASC 8; AP1; NCTMS 3, 7, 8, 15)
2. Develop obtainable and sustainable goals and objectives (ESOL 18; INTASC 1, 4, 7, 8, 9; AP 1, 4, 5, 7, 8, 10, 11; NCTMS 7, 8)
3. Research local organizations for volunteers (INTASC 2, 3, 6; AP 2, 5, 7; NCTMS 7)
4. Identify individual and group learning gaps by using student data (SSS MA.E 1.4.1; ESOL 20; INTASC 8; AP1; NCTMS 3, 7, 8, 15)
5. Set up or determine an evaluation plan (ESOL 18; INTASC 1, 4, 7, 8, 9; AP 1, 4, 5, 7, 8, 10, 11; NCTMS 7, 8)
6. Identify community resources to help select mentors (INTASC 2, 3, 6; AP 2, 5, 7)
7. Identify mentors from all fields (INTASC 2, 3, 6; AP 2, 5, 7)
8. Screen mentors for students’ protection (INTASC 2, 3, 5, 6; AP 2, 5, 7, 9)
9. Provide training for the mentors (INTASC 2, 3, 6, 7, 10; AP 2, 5, 7, 10, 11)
10. Coordinate mentor meetings with all stakeholders (INTASC 2, 3, 6; AP 2, 5, 7; NCTMS 7)
11. Work with teachers on areas of need (INTASC 2, 3, 6; AP 2, 5, 7)
12. Assemble activity portfolios for the mentors (SSS MA.A.1.4.1; ESOL 18, 20; INTASC 2, 3, 6; AP 2, 5, 7; NCTMS 7, 9, 10, 11, 12)
13. Ability group students (INTASC 2, 3, 6; AP 2, 5, 7)
14. Develop a schedule for the mentors (INTASC 2, 3, 6, 9, 10; AP 2, 5, 6, 7, 11)
15. Coordinate site visits (INTASC 2, 3, 6, 9; AP 2, 3, 5, 7)
16. Develop plans to market the project (INTASC 2, 3, 6; AP 2, 5, 7)
17. Research funding opportunities to help support the project (INTASC 2, 3, 5, 6; AP 2, 5, 7, 9)
18. Collect and analyze student data continuously to determine success and or stumbling- block (SSS MA.E. 1.4.1; ESOL 20; INTASC 8; AP1; NCTMS 3, 7, 8, 15)
19. Document and communicate project progress (ESOL 20; INTASC 8; AP1; NCTMS 3, 7, 8, 15)
20. Make objective adjustments (ESOL 18; INTASC 1, 4, 7, 8, 9; AP 1, 4, 5, 7, 8, 10, 11; NCTMS 7, 8)
21. Determine partnership success (ESOL 18; INTASC 1, 4, 7, 8, 9; AP 1, 4, 5, 7, 8, 10, 11; NCTMS 7, 8)
22. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students (ESOL 18; INTSAC 1-9; AP 1 – 12; NCTMS 7, 8)
Legend for Objectives: AP = Educator Accomplished Practices ESOL= ESOL Performance Standards INTASC= Interstate New Teacher Assessment and Support Consortium SSS = Sunshine State Standard (Algebra) NCTMS=National Council of Teachers of Mathematics Standards (Number and Operation 1, Algebra 2, Geometry 3, Measurement 4, Data Analysis and Probability 5, Problem-Solving 6, Reasoning and Proof 7, Communication 8, Connections 9, Representation 10)
III. REQUIRED MATERIALS
A. Required Textbook(s):
Su, H.F., Su, T.C. (2004). From arithmetic to algebra: An interdisciplinary approach to teaching pre K through 8th grade mathematics. Houghton Mifflin Co., Boston, MA. ISBN: 0-618-52305-7. Title Code No 3616.
B. Required Supplemental Materials:
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Educational Impact Electronic Textbook at www.educationalimpact.com/nsu
Knowledge Delivery System Lessons at www.kdsi.org/nsu
NOTE: Check the course textbook list for updates. http://www.nsubooks.bkstore.com/
IV. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS Reminder: Go to http://www.fgse.nova.edu/gtep/students/portfolio.html and download the Individual Evidence Reflection Form (IERF) to complete and submit with any assignments that you might wish to use in your Portfolio.
ASSIGNMENT #1 – RESEARCH ON MENTORING INITIATIVE
In 2001, Florida’s Governor, Jeb Bush, started a mentoring initiative. He called for volunteers to participate in one of the five mentoring programs that he initiated: Community-based, E-Mentoring, Faith Communities, School-based, and workplace. Citing the many benefits mentoring offers, including:
Research studies that support Governor Jeb Bush’s view and then state your position in regards to the mentoring initiative. Be sure to document your sources; if your source is your own experience, be sure to note that as well.
Scoring Rubric for Assignment #1 Use references 3 points Identified studies that support mentoring 6 points State position 6 points Document sources 3 points Presentation 2 points Total 20 points
* Artifact must be included in Graduate Student Portfolio as AP Artifact
Total Value: 20 Points Due: Session 3 Objectives: # 3, 5, 6, 7, 21, 22 AP: # 1 - 12 ESOL Standards: #12, 13, 18 INTASC: #1 – 10
ASSIGNMENT #2- SCHOOL-BASED MENTORING There are many researches done in the area of school-based mentoring. Compile research findings that show school-based mentoring:
Scoring Rubric for Assignment #2 Research on school-based mentoring 3 points School-based mentoring offers students . . . 5 points School-based mentoring can take . . . 5 points School-based mentoring will . . . 5 points Presentation 2 points Total 20 points
* Artifact must be included in Graduate Student Portfolio as AP Artifact
Total Value: 20 Points Due: Session 5 Objectives: #2, 3, 5, 6, 18, 20, 21, 22 AP: # 1 - 12 ESOL Standards: #12, 13, 18 INTASC: #1 – 10
ASSIGNMENT 3 – ROLE OF A SCHOOL-BASED OR DISTRICT LEADER
Teachers in urban and rural schools of poverty face enormous challenges. Both urban rural teachers address from within their schools constraints that limit their instructional choices, such as working with inadequate resources and accessing limited professional development opportunities. Assume the role of a school-based or district-based leader, what will you do to accommodate these challenges? What changes will you make? Are there resources out there to help support your vision? What programs will you put in place?
Scoring Rubric for Assignment #3 Evidence of research 3 points Underlying causes of challenges 5 points Strategies to accommodate challenges 10 points Presentation 2 points Total 20 points
* Artifact must be included in Graduate Student Portfolio as AP Artifact
Total Value: 20 Points Due: Session 6 Objectives: # 1 – 7, 16, 17, 18, 20, 21, 22 AP: # 1 - 12 ESOL Standards: #6, 7, 13, 18, 22 INTASC: #1 – 10
ASSIGNMENT 4 –MATHEMATICS ASSISTANCE PROJECT NOTEBOOK
Create a notebook of lesson plans for mentors/tutors to use with the students. All lessons and activities must be original. You may use your textbook and other resources as a guide to help you with the creation of lesson plans and activities. Make adjustment to the activities according to your students’ abilities. Put the lesson plans in report jackets and the manipulative that go with the lessons in zip-lock bags. Use a hole-puncher to punch holes in the bags so that the manipulative can be placed in the binder. Your notebook should include: a table of contents, test data for the student population, needs analysis, goals and objectives, student grouping, mentor/tutor sign-in sheet, mentor/tutor instructions, tutor/mentor lounge, student attendance sheet, student incentives, lesson plans with activities and manipulatives, tutoring location, parent letter, assessment information, contact information, etc. . .
Scoring Rubric for Assignment #4 Appearance of the notebook 3 points Lesson plans 5 point Activities 5 points Manipulatives 5 points Notebook organization 8 points Accommodate various learning styles 2 points Presentation 2 points Total 30 points
*Artifact must be included in Graduate Student Portfolio as AP Artifact
Total Value: 30 Points Due: Session 8 Objectives: #1 - 22 AP: # 1 - 12 ESOL Standards: #4, 5, 6, 7, 8, 12, 18 INTASC: #1 – 10
FINAL EXAMINATION - A multiple-choice examination will be administered on the eighth (final) meeting of the session. The final exam is open book and open notes.
Total Value: 5 Points Objectives: 1 - 22 VIII. STANDARDSFlorida:Florida Educator Accomplished Practices. Retrieved February 25, 2005, from the Florida Department of Education website (http:/www.firn.edu/doe) at http://www.firn.edu/doe/rules/6a-5.htm
Sunshine State Standards. Retrieved February 25, 2005, from the Florida Department of Education website (http:/www.firn.edu/doe) at http://www.firnedu/doe/curric/prek12/frame2.htm
English for Speakers of Other Languages (ESOL) Standards. Retrieved May 2, 2005, from http://www.schoolofed.nova.edu/gtep/forms/EditableESOLStandardsMatrix032005.doc
Florida Professional Competencies. Retrieved August 23, 2005, from the Florida Department of Education website (http://www.firn.edu/doe) at http://www.firn.edu/doe/sas/ftce/pdf/ftcomp00.pdf .
Florida Kindergarten-Grade 6 Subject Area Competencies. Retrieved June 1, 2005, from the Florida Department of Education website ( http://www. firn.edu/doe) at http://www.firn.edu/doe/sas/ftce/pdf/ftcpmp60.pdf .
Florida Exceptional Student Education Subject Area Competencies. Retrieved June 1, 2005, from the Florida Department of Education website (http://www.firn.edu/doe) at http://www.firn.edu/doe/sas/ftce/pdf/ftcomp61.pdf .
Florida Prekindergarten/Primary Education, Age Three through Grade Three Subject Area Competencies. Retrieved June 1, 2005, from the Florida Department of Education website ((http://www.firn.edu/doe) at http://www.firn.edu/doe/sas/ftce/pdf/ftcomp53.pdf .
Nevada: Nevada Academic Standards. Retrieved February 25, 2005, from the Nevada Department of Education website (http://www.nde.state.nv.us) at http://www.nde.state.nv.us/sca/standards/
National Standards: Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Retrieved February 25, 2005, from the INTASC website (http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/) at http://www.ccsso.org/content/pdfs/corestrd.pdf
National Board for Professional Teaching Standards. Retrieved February 25, 2005, from the National Board for Professional Teaching Standards Website (http://www.nbpts.org) at http://www.nbpts.org/standards/
National Council of Teachers of Mathematics Standards. Retrieved on May 15, 2006 from http://www.nctm.org
Professional Organization Competencies/Standards: Council for Exceptional Children CEC International Standards for Entry into Professional Practice. Retrieved from the CEC website March 1, 2005, at http://www.cec.sped.org/ps/ps-entry.html
CLASS POLICIESA. Attendance: Students are expected to attend all class sessions. B. Writing Across the Curriculum This course includes written assignments that make up at least one half of the final course grade. · Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports. · Need more assistance with writing? SHSS 6620: Academic Writing (Writing Between the Lines) is a course for those who… have not written recently in academic style would like to improve their writing style need to learn more about the APA form and style (5th ed.) would like to save time and expense on editing When: Students can take SHSS 6620 every September, January, and April. Price: Cost is the same per credit as for GTEP classes. The course is completely voluntary. For more information contact Dr. Joan Mathis at mathisj@nova.edu.
V. GRADING CRITERIA A. General Grading Rubric: http://www.fgse.nova.edu/gtep/students/gteprubrics.html B. Grading Scale:
M.S./Ed.S.
C. Course Assignments and their percentage of the final grade
D. Students must keep the graded assignments required by their specialization for their portfolios. Click on Portfolio Guide at http://www.fgse.nova.edu/gtep/students/portfolio.html for guidelines and forms. XI. LIST OF SUGGESTED RESOURCESA. Books and Articles:
National Council of Teachers of Mathematics (1989). Curriculum & Evaluation Standards for School Mathematics. Reston, VA: NCTM.
Su, H. F. & Scott, C. (2006). Teaching strategies for students with learning disabilities in mathematics. Mathitudes, an online journal for mathematics educators 1(1).
B. Journals: Academic Leadership American Educational Research Journal Bilingual Research Journal Childhood Education Current Issues in Education Early Education and Development, Elementary School Journal Exceptional Children Journal for Research in Mathematics Education Journal of Computing in Teacher Education and Leading and Teaching with Technology Journal of Early Intervention, Journal of Educational Research for Language Minority Students Journal of Science Education Journal of Special Education
Mathematics Teaching in the
Middle School Online Journal for School
Mathematics Young Children
C. Websites: Teaching and Learning Methods and Strategies. Retrieved on March 31, 2005, from the University of Arizona’s Educational Technology website (http://jamaica.u.arizona.edu/ic/edtech/) at http://www.u.arizona.edu/ic/edtech/strategy.html.
Yahoo Search listings directory: Education. Retrieved on July 29, 2005, at http://dir.yahoo.com/Education/
About Secondary School Educators. Retrieved on July 29, 2005, at http://7-12educators.about.com/
Florida Department of Education. Retrieved on July 29, 2005, at http://www.fldoe.org/
Nevada Department of Education. Retrieved on July 29, 2005, at http://www.nde.state.nv.us
Additional Assistance with APA formatting:
APA Style.org website. APA Retrieved on May 20, 2005, at
StyleWizard.com. The APA Wizard retrieved on November 9, 2005 at http://www.stylewizard.com/apa/apawiz.html
Fischler School of Education, Office of Academic Affairs, Tutorials website. Retrieved on May 20, 2005, at http://www.schoolofed.nova.edu/oaa/tutorials.htm
Landmarks Citation Machine. Retrieved on November 9, 2005 at http://citationmachine.net. |
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[home] Dr. Pavlov Rameau can be reached at:
or at the
Foundation for the
Advancement of Higher Education, Inc. FAdHiEd:
To help all people reach their highest potential!
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Journal
for Research in Mathematics Education