St. Michael’s College Graduate Education Program
Mathematics and Diversity in the K-8 Classroom
– GED612, Summer 2010

GED612  Math and Diversity

Summer 2010

Time and Location

M-F, June 28- July 9 (No class on July 5), 1:00-5:00; St. Edmunds Room 309

Instructor:

Wendy Cobb: 802-373-1124  wcobb@smcvt.edu   or  (home)  wendyjcobb@comcast.net

 Required Texts:

Kenney, Joan, M (2005)  Literacy Strategies for Improving Mathematics Instruction. (ASCD) Association for Supervision and Curriculum Development  ISBN # 141660230-5

 Wright, R, Martland, J, Stafford, A, & Stanger, G (2002)  Teaching Number: Advancing Children’s Skills and Strategies SAGE Publications  ISBN # 0-7619-7051-7

 Wright, R, Martland, J, Stafford, A, & Stanger, G (2006)  Teaching Number in the Classroom With 4-8 Year-Olds SAGE Publications  ISBN # 1-4129-0758-6

 Additional Recommended Publications:

Carpenter, T, Fennema E, Loefe-Frank, M, Levi, S, & Empson, S (1999)  Children’s Mathematics: Cognitively Guided Instruction   Heinemann ISBN # 0-325-00137-5

 Sliva, J  Teaching Inclusive Mathematics to Special Learners, K-6 (2004) Corwin Press, Inc ISBN # 0-7619-3891-5

 Ruby Payne: A Framework for Understanding Poverty (2001)

 Other:

Multiple Handouts, as Provided in Class

 Math Manipulative materials, children’s math-related literature, and other resources are available for you to borrow in St. Edmunds, 309.

 The SMC Math Education web-site:  http://academics.smcvt.edu/twhiteford/Math/Math.htm

The GED Math and Diversity web-page:  http://academics.smcvt.edu/twhiteford/MathandDiversity/DFI.htm

The Education Department Pages:  http://academics.smcvt.edu/twhiteford/index.htm

ESL web-site:  www.vermontesl.org

 
St. Michael’s College Graduate Education Program

Mathematics and Diversity in the K-8 Classroom – GED612, Summer 2010

 General Statement

The primary focus of this course will be on helping participants apply their mathematical pedagogical content knowledge in the unique contexts of helping students with diverse learning needs enjoy learning mathematics in an inclusive setting.

 Throughout this course, we will explore the developmental stages all children experience as they become math learners.  Understanding these developmental stages will allow us to advance our students’ knowledge and strategy sophistication.

 We will explore theories, ideas, and practices for teaching math to students with diverse characteristics at the K-8 levels in the context of a regular classroom. We will investigate current literature on cultural, pedagogical, and developmental issues related to how children learn mathematics in selected areas of diversity.

  • Math Disabilities
  • Math and Special Education
  • Math and Students Living in Poverty
  • Math and Students who are Speakers of other Languages

 Math Standard:

  • 7.6 Arithmetic, Number, and Operation Concepts

 Grade Expectation (GE) M2:1-M8:8)

Through a variety of activities, participating teachers deepen their understanding of the mathematics contained in Standard 7.6, so that they are better able to differentiate the math curriculum for students with diverse needs.

 Principles for Vermont Educators

Although the course will touch on all 16 of the Principles for Vermont Educators, the following principles will be addressed most explicitly.

  • Principle #3: The educator understands how individuals and groups differ and creates equitable instructional opportunities that respond to the needs of all students.
  • Principle #4: The educator understands and uses a variety of instructional strategies to provide opportunities for all students…..
  • Principle #5: The educator creates a classroom climate that encourages respect for self and others….
  • Principle #8: The educator integrates students with disabilities into appropriate learning situations.
  • Principle #10:  The educator understands conditions and actions which would tend to discriminate against students on the basis of sex, race, etc.
  • Principle #11: The educator works as a team member….
  • Principle #12: The educator recognizes multiple influences on students inside and outside the school and accesses appropriate systems of support.

 Knowledge Standard:

  • Numeracy: The continuum of development of mathematical thinking, particularly in the areas of mathematical quantification, calculation, and reasoning

St. Michael’s College Graduate Education Program

Mathematics and Diversity in the K-8 Classroom – GED612, Summer 2010

 

Course Objectives

Demonstration of Learning and Evaluation of Learning

  1. Students will demonstrate a deep understanding of the developmental stages of numeracy all children experience and selected math concepts as they relate to numeracy and problem solving.

 

  1. Students will demonstrate understanding of essential elements of skillful differentiation of math instruction for diverse student groups (ELs, SpEd, Ss of Poverty, Ss with Math Disabilities)

 

  1. Students will be actively engaged in meaningful participation with class discussions, activities, and homework assignments (Rubric)

 

  1. Creation of a math lesson for a diverse classroom (Rubric provided)

 

  1. Creation of a “Direction for Teaching” plan for a classroom with diverse math learners (Rubric provided)

 

  1. Students will demonstrate deep understanding in a self-selected student population, for the purpose of meeting that population’s particular mathematical needs in the regular classroom.

Students will develop and demonstrate knowledge with the following: Students will be given time during class to work on most assignments. Students will be provided rubrics for scoring on the first day of class.

 

  • Nightly readings and brief written reflections (20%)

 

  • Active classroom participation (10%)

  

  • Data analysis and Direction for Teaching Plan, for a classroom of diverse math learners (10%)
  • Written, differentiated lesson plan for the aforementioned classroom of math learners (20%)

 

  • Developmental “Stage Expert” project (20%)

 

  • Mini-Research project (20%)

 

A daily schedule of topics, readings assignments, and activities will be emailed to students prior to the first class. Also, in preparation for our first class, participants will receive their first reading assignment, along with a discussion organizer.  Participants will also receive a student survey to be filled out and emailed back to the instructor prior to the first class.