• Mathematics Framework for California Public School (1997 draft, California Department of Education; excerpts from '92 Mathematics Framework, which is also available in the Reserved Book Room of the HML)
  
• Content and Performance Standards for Mathematics K-12 (1997Draft 2.0, Calif. Department of Education)
  
• NCTM's Curriculum and Evaluation Standards for School Mathematics (available in Reserved Book room)
  
• One-year membership in the California Mathematics Council (includes 4 issues of the ComMuniCator; included in registration fee for the CMC-CS conference to be held on October 17-18, 1997 at Fresno Pacific)
  
• Mathematics manipulatives: base ten blocks, geoboard, pattern blocks, color tiles, spinner, polyhedral dice
  
• Texas Instruments Math Explorer Calculator (TI-12)
  
• Instructional Materials for the Math Explorer (Texas Instruments)
  
• Uncovering Mathematics With Manipulatives and Calculators, Levels 2-3 (Texas Instruments)
  
• MathLand (or other state-adopted series) instructional materials for a selected grade level (available at your school site or from Dr. Bohlin for overnight check-out)
  
• What You Should Know About Your Childs Mathematics Program:A Peek into MathLand
  
• "Replacement Unit" (e.g., Seeing Fractions, Math By All MeansMultiplication, Polyhedraville, Math Excursions, etc.available for check-out from Dr. Bohlin)
  
• National Council of Teachers of Mathematics materials (includes 3 issues of Teaching Children Mathematics or Mathematics Teaching in the Middle School)

• A Collection of Math Lessons--Grades 1-3 by Marilyn Burns and Bonnie Tank
  
• A Collection of Math Lesson--Grades 3-6 by Marilyn Burns *
  
• Anno's Mysterious Multiplying Jar by Masaichiro and Mitsumasa Anno
  
• Books You Can Count On--Linking Mathematics With Literature by Rachel Griffiths & Margaret Clyne
  
• Creative Mathematics Teaching With Calculators, Explorations and Investigations by David Williams
  
• Elementary School Mathematics: Teaching Developmentally (2nd Edition) by John Van de Walle
  
• Family Math by EQUALS (Lawrence Hall of Science) *
  
• Group Solutions--Cooperative Logic Activities for Grades K-4 by Jan Goodman
  
• Introductory Set for the Math Mate Calculator
  
• Introductory Set for the TI-12 Math Explorer (Fraction Calculator)
  
• It's Elementary! (California Department of Education) *
  
• Math Excursions K, Math Excursions 1, and Math Excursions 2 *
  
• Mathematics Assessment: Myths, Models, Good Questions, and Practical Suggestions, J. Stenmark (Ed.) *
  
• Mathematics By All Means (Multiplication Replacement Unit) by Marilyn Burns *
  
• Mathematics Problems of the Day
  
• Mathematics Their Way by Mary Baratta-Lorton *
  
• Mathwise: Teaching Mathematical Thinking & Problem Solving by Arthur & Pamela Hyde
  
• Measuring: From Paces to Feet (from the Used Numbers series) by Rebecca Corwin & Susan Russell
  
• Mental Math in the Middle Grades by Hope, Reys, and Reys
  
• Mental Math in the Primary Grades by Hope, Leutzinger, Reys, and Reys
  
• Multicultural Mathematics Materials by Marina Krause
  
• Problem Parade by Dale Seymour
  
• Seeing Fractions published by the California Department of Education *
  
• Sorting: Groups and Graphs(from the Used Numbers series) by Susan Jo Russell and Rebecca Corwin
  
• Think About It! Primary Mathematics Problems of the Day

Course Objectives (CTC Standards are in parentheses following each objective):

1. To help you implement the recommendations found in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, the 1992 and 1997 California Mathematics Frameworks, and the new California mathematics standards (13, 15, 23, 24, 30);
   
2. To expose you to K-6 mathematics replacement units/curricula and a number of activities in these units, as well as give you a chance to evaluate one of the most popular mathematics series, MathLand (13, 14);
   
3. To familiarize you with the latest developments in mathematics assessment (e.g., "post"-CLAS California Learning Assessment System, investigations, open-ended problems, portfolios, curriculum-embedded assessment, performance-based assessment, and holistic scoring) (13, 14, 27, 28);
   
4. To increase your awareness and utilization of resources that will help you keep abreast of current trends in mathematics education and that will provide you with innovative ideas for teaching mathematics in the elementary school throughout your teaching career (13);
   
5. To provide you with the opportunity to attend the California Mathematics Council's Central Section Conference (31);
   
6. To expose you to techniques for teaching math to limited English proficient children (13, 14, 15, 16, 30);
   
7. To increase your awareness of issues of gender, racial, and cultural equity/diversity in the mathematics classroom (13, 14, 15);
   
8. To provide you with your own math manipulatives and to help you teach for conceptual understanding through the use of manipulatives (13, 14);
   
9. To demonstrate how technology (e.g., calculators, computers, telecommunications, and distance learning) can be used to help your students develop mathematical concepts as well as increase your resourcefulness as a mathematics education professional (13);
   
10. To familiarize you with the goals and mechanics of cooperative learning (13, 14, 29);
    
11. To increase your awareness of effective questioning and classroom management techniques using Math Matters strategies (13, 14, 27);
    
12. To develop your ability to cultivate critical thinking, problem-solving, and communication skills in your students (13, 14, 28);
    
13. To increase your awareness of individual differences in student learning styles (13, 14, 30); and
    
14. To help you view mathematics as an exciting, creative subject where active involvement is vital for understanding, cognitive flexibility, and the development of confidence and positive attitudes toward mathematics (13, 28, 29).
    

    ---

    GRADING
    Due dates for the major assignments and the maximum points possible for each are shown below. If you are absent, it is your responsibility to contact someone to discuss what went on during class and any assignments given. All papers must be typed (word-processed).
    

    Assignment	Due Date	Max . Pts.
    Calculator-enhanced lesson in groups of 4	October 1	25
    CMC-CS conference attendance ( > 4 hours)	October 17-18	25
    CMC-CS conference description/analysis	October 22	25
    Mathematics materials analysis & alignment with new state math standards	October 29	50
    Replacement unit presentation (2-page handout, lesson)	November 5, 12	50
    Telecommunications lesson plan & description of useful web sites	November 26	25
    "What I'll Remember Five Years From Now" (5:45-7:45)	December 19	20
    Various written assignments throughout semester	All semester	35
    Attendance (+1 point per class hour)	All semester	45

    For each 24-hour period that any assignment is late, the maximum possible point value is reduced by 10%. Papers can be left in my mailbox in ED 499 or faxed to me at 438-6284. Final grades will be determined by adding the points that you have earned. Grade ranges are as follows: A: 282 - 300; B: 258 - 281; C: 231 - 257; D: 200 - 230; F: 0 - 199. University Policy on Cheating and Plagiarism Please refer to p. 484 in the CSUF General Catalog, 1997-1998 for definitions and disciplinary actions resulting from cheating and plagiarism. These policies will be enforced in this class. If you have special needs as addressed by the American with Disabilities Act (ADA) and need course materials in alternative formats, notify me immediately. Reasonable efforts will be made to accommodate your special needs.
    

    ---

    DESCRIPTION OF ASSIGNMENTS
    • CMC-CS Conference: The California Mathematics Council is an affiliate of the National Council of Teachers of Mathematics and has over 11,000 members! As an organization, CMC is composed of three sections Northern, Central, and Southern. Each section holds an annual conference, and we are very fortunate to have the CMC, Central Section conference here in Fresno. This year, Fresno Pacific is hosting the conference, which will be held on Friday, October 17, and Saturday, October 18. Friday afternoon sessions include several popular and practical workshops in which you will have the opportunity to make games, puzzles, and other teaching aids. This is followed by a banquet with an entertaining math-magic speaker, "Dr. Wonderful." There will be many grade-level appropriate sessions on Saturday as well. However, most teachers find that perusing all the exhibits in the Exhibit Hall is one of their favorite conference activities! You will be responsible for attending at least 4 hours of the conference (either all sessions on Friday or at least 3 sessions plus exhibits on Saturday--or attend both days!) and writing a 2- to 3-page report detailing your experience what you attended, what you did and what you learned that will help you be a more effective teacher, what you thought of the speakers and their topics, what you gained from the experience, and what you might change for next year's conference.

    • Replacement Unit Presentation: Prior to the 1994 state textbook selection, the California Department of Education financially supported the writing and dissemination of alternative mathematics curricula called "replacement units." The State Department paid for thousands of teachers in California to receive training on using these units (primarily Seeing Fractions). Replacement units...
      • Are designed to replace chapters in current textbooks or address important mathematical ideas that are not in current textbooks
        
      • Focus on students' thinking and reasoning and making sense out of mathematics
        
      • Incorporate hands-on activities, small group work, student writing, and performance assessment
        
      • Provide teachers with staff development on the mathematics education reform movements
        
      • Provide teachers an opportunity to try out a new kind of math program with their students for 4-6 weeks
        
      • Help build a market for new kinds of instructional materials desired in the 1994 K-8 mathematics adoption.
        
      • Even those districts that have adopted new textbooks continue to support the use of replacements units) and teachers find that the units help them to create powerful mathematics programs in line with the recommendations of the 1992 Mathematics Framework, and NCTM's Curriculum and Evaluation Standards for School Mathematics.

      You and two partners will select one replacement unit on which to "become an expert." Thoroughly read the unit of your choice, and prepare the following for a half-hour presentation to the class: (1) a brief but informative overview of the unit (2-page typed summary for each member of our class) and (b) a sample lesson from the unit (the class will pretend they are grade school students). You may use any format you wish for your lesson plan; this will be for your use only. Your presentation will be assessed according to the criteria in the salmon-colored handout. If you wish, you can make arrangements to have your lesson videotaped for your professional portfolio (consult INTERESC at 278-0377). You might wish to include your lesson plan along with this video in your portfolio.

    • Telecommunications Lesson and Useful Web Sites The World Wide Web (WWW) contains a plethora of information for teachers: lesson plans, on-line journals, pen-pals for your students (or for you!), "Ask Dr. Math," data for analysis, information for projects, etc., etc., etc.! We will spend 2 hours in one of our computer labs (ED 165) learning how to access the Internet and surf the WWW for sites that will empower you as a teacher of mathematics. You can spend the next week exploring the Web during open lab hours (posted on ED 167s door). On November 26, you are to bring to class the following: 25 copies of a one-page summary of six sites that you have found particularly useful; the first should be a description of a lesson that you found particularly interesting. Include the URL (ex: http://mathgrants.com), the site sponsor, and a summary of what can be found at that site. The first part of class will be scheduled in the lab again that day so you can explore some of these sites.

    • Calculator-Enhanced Lesson On October 1, you will deliver a 20-minute lesson from Uncovering Mathematics With Manipulative and Calculators to three of your peers (who will then each deliver a different lesson from the book). You need to have enough copies of the lesson and enough materials for everyone. Following each lesson, your group will discuss ways in which the calculator allowed access to important mathematical ideas that were not readily possible using strictly paper and pencil computations. You will also discuss the possible areas of confusion for students in the lesson and how you might address these areas. A brief reflection of your lesson will be due at the end of class.

    • Mathematics Materials Analysis and Alignment with New State Math Standards: The Commission for the Establishment of Academic Content and Performance Standards will complete its work on the K-12 mathematics standards by mid-October. Each grade level contains standards within the following domains: Number Sense; Measurement and Geometry; Algebra and Functions; Statistics, Data Analysis and Probability; and Problem Solving. Each standard is broken into several components to add greater clarity. You are to select one grade level and align a mathematics textbook (the one in use by your master teacher or MathLand, which can be checked out from Dr. Bohlin) with each of the standards for each of the five domains. State the domains and in the next paragraph describe the extent to which your selected program appears to provide (or not provide) instruction in that area. Be specific; list page number, chapters, and activities. (Keep in mind that students are expected to master each of the listed standards by the grade level in which the standard is mentioned! This will be assessed on the state-wise tests that we have been hearing so much about!)

    • Additional Assignments: Throughout the semester, you will be assigned homework activities such as reading/evaluating articles in Teaching Children Mathematics and the Middle School Math Journal, creating a poster on the NCTM Standards, attending State Board of Education hearings on the K-12 Math Standards, evaluating a classroom in light of the current Mathematics Frameworks "Characteristics of Empowering Classrooms," etc. Each will be turned in the week after it is assigned and will consist of a reflection piece. Assignments may be word-processed in any of the computer labs located in the School of Education Building if you do not have access to a computer at home or school.

    • Attendance: Since much of this class is experiential, it is vitally important that you attend in order to get the full impact of the instructional strategies modeled and to participate in class discussions and activities. You will gain 1 point for each hour of class that you attend (that's a positive way of saying that you lose 1 pt. for each hour that you miss!).

    • A Few Quotable Quotes:
      Helen Keller: "The only thing worse than not being able to see is to be able to see and having no vision."
      Albert Switzer: "Setting an example isnt the main means of influencing another; its the only means."
      David Thornburg: "We must prepare students for their future, not for our past."
      Polya: "Its better to solve one problem in four ways than four problems in one way."

      
      

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