Building upon the Foundation:
Building upon the Foundation: Developing Additive Reasoning and Computational Fluency Course Syllabus A LAPDA course with 3 graduate credits from St. Michael’s College.
Time & location: July 15-19, 2013, from 8:30 to 4:00, plus one after-school follow-up class with date and time TBA Course Completion Date: October 31, 2013 Location: Lamoille Union Middle and High School, 736 Vermont 15, Hyde Park, VT Saint Michaela College – GED527G Instructor & contact information: Loree Silvis Cornerstone Mathematics Consulting 1519 Notch Rd. Bolton, VT 05465 802.434.5080 [email protected]
Overview of course: This 3-credit graduate course will focus on examining research with regards to how students construct understanding of addition and subtraction and the relationship between them, analyzing strategies students use, and exploring various ways to assess and promote additive reasoning.
Course Objectives: Examine research with regards to how students construct understanding of addition and subtraction and the relationship between them. Investigate and analyze how students develop and use strategies for addition and subtraction. Explore ways to assess and promote a deeper understanding of addition and subtraction as these operations evolve in the Common Core State Standards; and to develop fluency of basic number combinations. 250 Main Street, Suite 202 Montpelier, VT 05602 Phone: 802-224-9110 Fax: 802-224-9113 E-mail: [email protected] www.lapdavt.org
Course Requirements, Daily Assignments and Projects: Course Requirements Read Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction by Catherine Twomey Fosnot and Maarten Dolk Complete all additional readings handed out during class Reflect in writing on each assigned reading or chapter Maintain a course binder Analyze a game which promotes computational fluency and share during class Implement and report on an Additive Reasoning Project with students in the fall Active participation and helpfulness to colleagues Attendance at all sessions
Game Analysis Assignment Due Date: Participants choose an additive game to analyze and share with colleagues. This project requires you to choose 2-4 games/activities that supports student understanding of additive reasoning; analyze the game finding its mathematical relevance; and present the game to colleagues. Assignment Details: 1. Choose 2 games/activities from various resources or create your own, AND choose 2 online games to share with your colleagues during class. 2. Practice playing the games with a child or another adult. 3. Analyze the games for mathematical relevance. 4. Develop questions that support mathematical understanding for students. 5. Type up game instructions, material lists, analysis, questions, etc. 6. Create or collect a set of materials needed to model/play the game with your colleagues. 7. Be prepared to facilitate playing the game during class.
Case Study Presentation Due Date: Wednesday, July 17, 2013 Using the case study form provided in the course binder, record concerns regarding student understanding, misconceptions or difficulties student experiences in the classroom. Present your case study in class where colleagues will brainstorm strategies to support student learning.
Minilesson/Problem Strings Sharing Due Date: Thursday, July 18, 2013
Reflect in writing using forms provided regarding the implementation of 2 wholeclass minilessons (problem strings, see Chapter 8) focused on exploring relationships and developing strategies for addition and/or subtraction.
Individual/Group Additive Reasoning Project and Presentation: Due Date: October (TBA). This project is intended to be completed in your educational setting in the fall and can be completed on your own or with colleagues. The instructor(s) will provide in-class time and guidance to help you plan this project.
Project Details: 1. Please choose a ‘big idea’ from the landscape of learning found in the Young Mathematician at Work. 2. Collect and read additional research on this topic (at least three resources). 3. Develop an instructional plan, which focuses on this ‘big idea’. This plan should include at least 4-5 different instructional strategies. Learning opportunities for our students may include using tools, games and activities discussed; something you’ve created yourself; or ones that are included in Young Mathematician at Work or your classroom math program. 4. Create a pre-assessment or a method of collecting evidence of what your students know and understand at the beginning of the year. 5. Implement your instructional plan for a period of 2-6 weeks. 6. Collect evidence of students’ developing understanding while implementing your plan using anecdotal notes, interviews, questions, or some other form of formative assessment. 7. Analyze progress made throughout the implementation period, you may use a post-assessment if you’d like. 8. Complete a final written report which will include: a. A summary of the three resources with bibliographies. b. An overview of why you chose to focus on this concept. c. An overview of the background your students had in understanding this concept at the beginning of the year or analysis of a pre-assessment. d. Instructional strategies used or action steps taken. e. Results and analysis of post-assessment or progress made throughout the 2-3 weeks. f. Conclusion/summary of the effect your plan had on student understanding. 9. Prepare a 5-mintue presentation to share on October (TBA). This presentation should highlight the most important findings during your project. Share what you think others would find most valuable.
Drop Course Policy: LAPDA offers courses to educators in Vermont. There is an expectation that the participant will complete the course. However, LAPDA realizes that at times circumstances may arise in one’s personal life that may cause disruptions. LAPDA’s policy for dropping a course is that a participant must notify the instructor in writing of the intent to drop the course. The notice should include the reason for dropping the course. Notification should be made as follows for a 3 credit course (45 hours) – Two weeks before the course starts. After that a $50 cancellation fee will be assessed. After the course begins, any changes in class status will be considered for health, bereavement, and personal or emergency situations only, however, those who withdraw without adhering to this policy will be liable for the cost of course credit.
Evaluation Criteria: The course grade will be based upon class attendance and participation, and the quality of the work produced to fulfill the course assignments described above. Specific criteria and guidelines for course assignments will be made available during the first class meeting. Your grade for this course will be determined by using the following point system:
Attendance, Class Participation and Reflections………………………………30
Game Analyses.............................................…………………………..........…20
Mini-lessons…………………..………………………………………………...20
Additive Reasoning Project……………………………………………………..30
Final grades for the course will be calculated according to the following: A+ =97-100 A =94-96 A- =90-93
B+=87-89 B =84-86 B- =80-83
C+=77-79 C =74-76 C- =70-73
This course was created by the Vermont Mathematics Partnership, which was funded by a grant provided by the US Department of Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
Time & location: July 15-19, 2013, from 8:30 to 4:00, plus one after-school follow-up class with date and time TBA Course Completion Date: October 31, 2013 Location: Lamoille Union Middle and High School, 736 Vermont 15, Hyde Park, VT Saint Michaela College – GED527G Instructor & contact information: Loree Silvis Cornerstone Mathematics Consulting 1519 Notch Rd. Bolton, VT 05465 802.434.5080 [email protected]
Overview of course: This 3-credit graduate course will focus on examining research with regards to how students construct understanding of addition and subtraction and the relationship between them, analyzing strategies students use, and exploring various ways to assess and promote additive reasoning.
Course Objectives: Examine research with regards to how students construct understanding of addition and subtraction and the relationship between them. Investigate and analyze how students develop and use strategies for addition and subtraction. Explore ways to assess and promote a deeper understanding of addition and subtraction as these operations evolve in the Common Core State Standards; and to develop fluency of basic number combinations. 250 Main Street, Suite 202 Montpelier, VT 05602 Phone: 802-224-9110 Fax: 802-224-9113 E-mail: [email protected] www.lapdavt.org
Course Requirements, Daily Assignments and Projects: Course Requirements Read Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction by Catherine Twomey Fosnot and Maarten Dolk Complete all additional readings handed out during class Reflect in writing on each assigned reading or chapter Maintain a course binder Analyze a game which promotes computational fluency and share during class Implement and report on an Additive Reasoning Project with students in the fall Active participation and helpfulness to colleagues Attendance at all sessions
Game Analysis Assignment Due Date: Participants choose an additive game to analyze and share with colleagues. This project requires you to choose 2-4 games/activities that supports student understanding of additive reasoning; analyze the game finding its mathematical relevance; and present the game to colleagues. Assignment Details: 1. Choose 2 games/activities from various resources or create your own, AND choose 2 online games to share with your colleagues during class. 2. Practice playing the games with a child or another adult. 3. Analyze the games for mathematical relevance. 4. Develop questions that support mathematical understanding for students. 5. Type up game instructions, material lists, analysis, questions, etc. 6. Create or collect a set of materials needed to model/play the game with your colleagues. 7. Be prepared to facilitate playing the game during class.
Case Study Presentation Due Date: Wednesday, July 17, 2013 Using the case study form provided in the course binder, record concerns regarding student understanding, misconceptions or difficulties student experiences in the classroom. Present your case study in class where colleagues will brainstorm strategies to support student learning.
Minilesson/Problem Strings Sharing Due Date: Thursday, July 18, 2013
Reflect in writing using forms provided regarding the implementation of 2 wholeclass minilessons (problem strings, see Chapter 8) focused on exploring relationships and developing strategies for addition and/or subtraction.
Individual/Group Additive Reasoning Project and Presentation: Due Date: October (TBA). This project is intended to be completed in your educational setting in the fall and can be completed on your own or with colleagues. The instructor(s) will provide in-class time and guidance to help you plan this project.
Project Details: 1. Please choose a ‘big idea’ from the landscape of learning found in the Young Mathematician at Work. 2. Collect and read additional research on this topic (at least three resources). 3. Develop an instructional plan, which focuses on this ‘big idea’. This plan should include at least 4-5 different instructional strategies. Learning opportunities for our students may include using tools, games and activities discussed; something you’ve created yourself; or ones that are included in Young Mathematician at Work or your classroom math program. 4. Create a pre-assessment or a method of collecting evidence of what your students know and understand at the beginning of the year. 5. Implement your instructional plan for a period of 2-6 weeks. 6. Collect evidence of students’ developing understanding while implementing your plan using anecdotal notes, interviews, questions, or some other form of formative assessment. 7. Analyze progress made throughout the implementation period, you may use a post-assessment if you’d like. 8. Complete a final written report which will include: a. A summary of the three resources with bibliographies. b. An overview of why you chose to focus on this concept. c. An overview of the background your students had in understanding this concept at the beginning of the year or analysis of a pre-assessment. d. Instructional strategies used or action steps taken. e. Results and analysis of post-assessment or progress made throughout the 2-3 weeks. f. Conclusion/summary of the effect your plan had on student understanding. 9. Prepare a 5-mintue presentation to share on October (TBA). This presentation should highlight the most important findings during your project. Share what you think others would find most valuable.
Drop Course Policy: LAPDA offers courses to educators in Vermont. There is an expectation that the participant will complete the course. However, LAPDA realizes that at times circumstances may arise in one’s personal life that may cause disruptions. LAPDA’s policy for dropping a course is that a participant must notify the instructor in writing of the intent to drop the course. The notice should include the reason for dropping the course. Notification should be made as follows for a 3 credit course (45 hours) – Two weeks before the course starts. After that a $50 cancellation fee will be assessed. After the course begins, any changes in class status will be considered for health, bereavement, and personal or emergency situations only, however, those who withdraw without adhering to this policy will be liable for the cost of course credit.
Evaluation Criteria: The course grade will be based upon class attendance and participation, and the quality of the work produced to fulfill the course assignments described above. Specific criteria and guidelines for course assignments will be made available during the first class meeting. Your grade for this course will be determined by using the following point system:
Attendance, Class Participation and Reflections………………………………30
Game Analyses.............................................…………………………..........…20
Mini-lessons…………………..………………………………………………...20
Additive Reasoning Project……………………………………………………..30
Final grades for the course will be calculated according to the following: A+ =97-100 A =94-96 A- =90-93
B+=87-89 B =84-86 B- =80-83
C+=77-79 C =74-76 C- =70-73
This course was created by the Vermont Mathematics Partnership, which was funded by a grant provided by the US Department of Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
