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Online · School of Education · Graduate Education

Teaching Mathematics
EDUC-530

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 01/13/2020

Contact Information

See detailed faculty information in Blackboard.

Course Description

An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project.

Requisites

Prerequisite

EDUC 500 and (Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5)

Rationale

Mastery of the skills of mathematics is crucial to the education of school-age children. Because of the developmental nature of mathematics, the elementary and middle school years are most critical in the development of this proficiency with positive affective elements. Professional educators who serve at this level must be proficient in the necessary skills, implement appropriate instructional processes, and present a positive attitude toward the field of mathematics.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Given a diagnostic instrument for mathematics proficiency, compute and solve arithmetic problems appropriate for elementary and middle school.
  2. Given mathematics tools, apply metacognitive principles to the process of teaching mathematics to an elementary student or middle school student.
  3. Given current research data, analyze current practices in the teaching of mathematics and prescribe the alterations needed to correct the gaps and duplications contained therein.
  4. In an essay format, compare and contrast the methods of instruction observed in the classroom setting with the metacognitive approach to mathematics instruction.
  5. In an essay format, evaluate the approach to mathematics proposed by a self-selected text series.
  6. Using mathematics teaching tools, describe the application of the tool in the instructional setting.
  7. In terms of mathematics instruction, compare the metacognitive processes necessary for learning by a primary student, an intermediate student, and a middle school student.
  8. Analyze assessment data to identify misconceptions or skill deficits and design instruction to address individual needs.
  9. Discuss how mathematics relates to the biblical worldview perspective.

Course Resources

Required Resource Purchases

Johnson, A., Tipps, S. & Kennedy, L. (2018). Guiding children’s learning of mathematics (13th ed.). Cengage.  (This required resource has been provided in this course as an e-book). However, if the student prefers a physical copy of the book, he or she may purchase it through the Liberty University Online bookstore, MBS Direct. The purchase of the physical copy of the textbook is optional.

Loop, K. A. (2010). Revealing arithmetic: Math concepts from a biblical worldview. Fairfax, VA: Christian Perspective. ISBN: 9780977361106.

www.LiveText.com membership: This is a website for portfolio development and the submission of major course assignments. Please note: Your one-time LiveText subscription purchase lasts for a period of 5 years and is required for all candidates seeking licensure.  LiveText is required in the following Virginia state-approved, licensure programs: M.A.T. in Elementary Education, M.A.T. in Middle Education, M.A.T. in Secondary Education, M.A.T. in  Special Education, M.Ed. Reading Specialist, M.Ed. Math Specialist, M.Ed. Administration & Supervision, M.Ed. in Curriculum & Instruction – Gifted Education, and M.Ed. in Curriculum & Instruction – Early Childhood Education.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resources

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

Elementary grades

ETA hand2mind Interlox Base Ten Blocks, 161-Piece Starter Set by ETA hand2mind

Elementary or middle school grades

ETA Hand2Mind Rainbow Fraction/Decimal Tiles by ETA hand2mind

Middle or high school grades

Learning Resources Magnetic Algebra Tiles (Packaging May Vary) by Learning Resources

Additional Materials for Learning

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Office
    5. APA Manual

Course Assignments

Textbook readings and presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (5)

Discussion boards are collaborative learning experiences. Therefore, the candidate will post a response to the discussion question in the appropriate Discussion Board Forum. The thread must be 300 words. The student will then post a 150-word reply to 2 other classmates’ threads. Weekly readings must be cited in the initial post and in at least 1 reply. This Course utilizes the Post-First feature in all Discussion Board Forums. (MLO: B, C, F, I)

Math Attitudes Survey

The candidate will take a 14-question survey that will assist the instructor in assessing the candidate’s attitude toward mathematics. There are no right or wrong answers. There is also no time limit.

Quizzes (8)

The candidate will complete one quiz each week over the chapters that are assigned per the course schedule from Guiding children’s learning of mathematics. Each quiz will contain 10 questions and will have a 60-minute time limit. Quizzes will be open-book and open-note. Each quiz may be taken up to 2 times. (MLO: A, B, C, F)

Error Analysis Case Study

The candidate will complete a case study addressing error analysis of struggling students’ misconceptions or skill deficits in math: Mathematics: Identifying and Addressing Student Errors. (MLO: H)

Meta-Analysis on Math Interventions

The candidate will complete an article review on a meta-analysis centered on evidence-based math interventions for struggling learners and students with disabilities. (MLO: C)

Lesson Plan and Reflection (2)

The candidate will create 2 mathematics lesson plans for 2 instructional tools (manipulatives). One tool should be selected or created for each lesson. The candidate will choose one or more mathematics standards that are grade appropriate. The lesson plans must include individualized math accommodations to ensure a student with a specific learning disability in math has access to the general education curriculum. These assignments will be submitted via Blackboard and LiveText. (MLO: A, B, C, D, E, F, H)

edTPA ELE Task 4

See LiveText for instructions and submit final products in LiveText. (MLO: C, D, E, F, H).

Online Field Trip

With a focus on assistive and instructional technologies to promote learning and independence in math, the candidate will explore various websites and note important facts gleaned from each “online field trip.” He or she will write a 2–3-sentence summary of each available technology, explaining how the technology supports learning and independence in students. The candidate will also choose his or her favorite 5 websites and the associated learning supports and write at least 1 page on how he or she plans to use them in his or her future career. (MLO: B, C, E, F, G).

Course Grading

Course Requirements Checklist

10

Discussion Board Forums (5 at 42 pts ea)

210

Quizzes (8 at 30 pts ea)

240

Meta-Analysis on Math Interventions

60

Error Analysis Case Study

70

Lesson Plan & Reflection  (2 at 110 pts ea)

220

Online Field Trip

100

edTPA ELE Task 4

100

Total

1010

Course Policies

LiveText Submission Policy

All LiveText assignments must be submitted to Blackboard and LiveText in order for the candidate to receive credit.  

Limits of Confidentiality

Students are encouraged to share prayer requests and life concerns with the professor in this class. Not only will the professor pray for and care for students, but can guide students to appropriate University resources if desired.

However, in the event of a student’s disclosure, either verbally or in writing, of threat of serious or foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, victim or witness of a crime or sexual misconduct, or current involvement in criminal activity, the faculty, staff, administrator, or supervisor will take immediate action. This action may include, but is not limited to, immediate notification of appropriate state law enforcement or social services personnel, emergency contacts, notification of the appropriate program chair or online dean, or notification to other appropriate University officials. All reported information is treated with discretion and respect, and kept as private as possible.

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 530

Textbooks:  Johnson et al., (2018). Guiding Children’s Learning of Mathematics

Loop, (2010) Revealing Arithmetic: Math Concepts from a Biblical Worldview.

Module/ Week

Reading & Study

Assignments

Points

1

Loop: pgs. viii–xii

Johnson et al.: chs. 1–3

3 Presentations & 2 Video Cases

Course Requirements Checklist

Class Introductions

DB Forum 1

MAT/MED Advising Guide Acknowledgement

Math Attitudes Survey

Quiz 1

10

0

42

 

0

0

30

2

Loop: Appendix D, pgs. 180–191

Johnson et al.: chs. 4–6

3 Presentations & 3 Video Cases

1 website

DB Forum 2

Quiz 2

Meta-Analysis on Math Interventions

42

30

60

3

Loop: pgs. 1–8

Johnson et al.: chs. 7-9

1 Presentations & 3 Video Cases

Online Fields Trip websites

DB Forum 3

Quiz 3

Online Field Trip

42

30

100

4

Loop: pgs. 14–46

Johnson et al.: chs. 10-11

2 Presentations & 2 Video Cases

Quiz 4

Lesson Plan & Reflection 1

30

110

5

Johnson et al.: chs. 12–14

1 Presentation

3 Video Cases & 1 PDF File

DB Forum 4

Quiz 5

Error Analysis Case Study

42

30

70

6

Loop: pgs. 79–129

Johnson et al.: chs. 15–16

3 Presentations & 2 Video Cases

Quiz 6

Lesson Plan & Reflection 2

30

110

7

Loop: pgs. 113–137

Johnson et al.: chs. 17-18

3 presentations & 1 Video Case

DB Forum 5

Quiz 7

42

30

8

Loop: pgs. 138–140

Johnson et al.: ch. 19

edTPA ELE Task 4

Quiz 8

100

30

Total

1010

DB = Discussion Board

NOTE:  Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.