ELE 364–Mathematics Methods
3 Credit hours
The Mission of the School of Education is to provide the opportunity for individuals who hold Christian
principles to participate in advanced study in preparation for the professional public and private
responsibilities in the field of education throughout the world.
I. COURSE DESCRIPTION
Focuses on the methods and materials used in teaching mathematics to students in kindergarten through eighth grade. Presents the pedagogical framework for teaching various mathematical topics by involving the adult learner in activities that have implications for teaching children. Issues studied include the history of mathematics, cultural issues, and assessment, as well as methods and material relevant to specific topics such as number readiness, operations with various number sets, problem solving, geometry, and measurement.
Prerequisites: MAT 151, MAT 221, MAT 222, and MAT 232.
II. COURSE GOALS
The purpose of this course is to provide the student with basic learning theories and teaching strategies for the classroom. The student will learn techniques, approaches, and methodologies st century. for teaching mathematics in the 21
III. COURSE OBJECTIVES
As a result of successfully completing this course, the teacher candidate will be able to
do the following:
1. demonstrate the use of the following concrete materials to develop and reinforce
abacus hundreds chart
addition facts chart maps of the solids
algebra pieces money
base-n blocks multiplication facts chart
clocks pattern blocks
Cuisenaire rods scales
fraction circles snap cubes
fraction strips tangrams
geoboards yard/meter sticks
2. prepare lesson plans in mathematics for elementary school students.
3. alter lessons to fit the needs of field dependent and field independent learners.
4. develop a plan to promote equity and cultural awareness in the mathematics
5. develop a plan to address the needs of the exceptional individual in the
6. develop a plan for calculator use in the mathematics classroom.
7. develop formal and informal assessment strategies.
8. diagnose error patterns and develop intervention plans.
9. demonstrate knowledge of the past and present trends in mathematics education
as well as discuss possible changes and challenges in the future of mathematics
10. explain how various theories on child development apply to how children learn
mathematics and incorporate this knowledge into curriculum planning and
11. explain the complexities involved in learning to become a problem solver and
develop strategies to help children become problem solvers.
12. describe the contributions of different cultures to the field of mathematics, the
challenges historically faced by students in learning mathematics due to cultural
or gender issues, and how to alter mathematics curriculum to incorporate cultural
diversity while encouraging every student to achieve his/her maximum potential. 13. describe the past and present methods of assessing students’ progress in learning
mathematics and develop a variety of assessment techniques.
14. explain how to determine a child’s level on number readiness.
15. develop curriculum, teaching strategies, and assessment techniques for the major
areas of mathematics: pattern recognition and extension, problem solving, the
concept of a number, geometry, measurement, numeration, number sense,
operation sense, algorithm applications, fraction concepts, decimal concepts,
percents, ratio, proportion, rate, number theory, beginning algebra, graphing,
statistics, and probability.
16. develop strategies to utilize technology for teaching mathematics. 17. describe the various organizations that support the teaching of mathematics and
how to locate resources to supplement materials provided by the local school.
B. Objectives for Students in Teacher Preparation Programs
The Teacher Preparation Program meets the competency-based requirements established by the Oklahoma Commission on Teacher Preparation. This course meets the following competencies: Elementary Mathematics Competencies (EMC) 1-3, 6, 8-15, 17. EMC 1: recognizes the individuality and worth of each student, believes that all
students can learn and apply mathematics, and demonstrates these beliefs in
EMC 2: uses knowledge of child development and knowledge about the effects of this
development on the learning of mathematics to guide curricular and
instructional decisions. This will include primary, intermediate, and middle
level philosophy, structure, organization, and child development. EMC 3: understands students’ environment and cultural background, individual
learning differences, student attitudes and aspirations, and community
expectations and values on the learning of their students.
EMC 6: has experiences with practical applications of mathematical ideas and the
applications of these ideas to problem-solving in mathematics, in other
disciplines, and in the world outside of school.
EMC 8: is proficient in the use of a variety of instructional strategies to include, but not
limited to, cooperative learning, use of concrete materials, use of technology
(i.e. calculators and computers), and writing strategies to stimulate and
facilitate student learning.
EMC 9: is proficient in the design of instructional units which incorporate the
mathematical processes of problem-solving, reasoning, communication, and
connections into the instruction of content skills.
EMC 10: has knowledge of how to teach and use this knowledge to make curriculum
decisions, design instructional strategies and assessment plans, and choose
materials and resources for mathematics instruction.
EMC 11: stimulates and facilitates student learning by using a wide range of formats,
strategies, technologies, and procedures, and assuming a variety of roles to
guide student’s learning of mathematics.
EMC 12: helps students learn mathematics by creating a safe and positive environment
in which they take responsibility for learning.
EMC 13: develops students’ abilities to reason and think mathematically, to investigate
and explore patterns, to discover structures and relationships, to formulate and
solve problems, and to justify and communicate conclusions.
EMC 14: employs a range of formal and informal assessment methods to evaluate
student learning in light of well-defined goals. Results should be used to guide
the teaching process and provide opportunities of students to reflect on the
strengths and weaknesses of individual performance.
EMC 15: regularly reflects on what one teaches and how one teaches. Keeps informed
of changes in mathematics and in the teaching of mathematics, continually
seeking to improve his/her knowledge and practice.
EMC 17: collaborates with peers and other education professionals to strengthen their
school’s programs, advance knowledge, and contribute to improving practice
within the field.
Cathcart, W. G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2000). Learning mathematics in
elementary and middle schools. Upper Saddle River, NJ: Merrill.
V. POLICIES AND PROCEDURES
A. University Policies and Procedures
1. Attendance at each class or laboratory is mandatory at Oral Roberts University.
2. Double cuts will be assessed for absences immediately preceding or following
3. Excessive absences can reduce a student's grade or deny credit for the course.
4. Students taking a late exam because of an unauthorized absence will be charged
a late exam fee.
5. Students and faculty at Oral Roberts University adhere to all laws addressing the
ethical use of others’ materials, whether it is in the form of print, video,
multimedia, or computer software.
6. Final exams cannot be given before their scheduled times. Students need to
check the final exam schedule before planning return flights or other events at
the end of the semester.
B. Course Policies and Procedures
1. Evaluation Procedures
Class Assignments = 30%
Group Project and Presentation = 10%
Tests = 40%
Final Examination = 20%
Total = 100%
90% - 100% A
80% - 89% B
70% - 79% C
60% - 69% D
Below 60% F
2. Portfolio Requirements
a. Philosophy of mathematics education
b. Written lesson plans (instructional strategies) developed by the student
including the correlating assessment techniques and all necessary
c. Evidence of membership in an organization that supports the teaching of
and research in mathematics
d. Instructional manipulatives created or located by the student and
instructions for their use in developing a mathematical concept or skill
VI. COURSE CALENDAR
Week Topic Text Assignment 1 Teaching Mathematics: Influences and Directions Chapter 1 Mathematics
Learning and Teaching Mathematics Chapter 2 Autobiography 2 Developing Mathematical Thinking and Problem-Chapter 3 Lesson Plan
3 Assessing Mathematics Understanding Chapter 4 Assessment Article
TEST 1 Chapters 1-4
4 Developing Number Concepts Chapter 5 Base 10 Blocks
Developing Understanding of Numeration Chapter 6 Counters
Manipulatives 5 Developing Whole Number Chapter 6 Literature
Operations: Meaning of Operations Chapter 7 Connection 6 Developing Whole Number Chapter 7 Cuisenaire Rods
Operations: Mastering the Basic Facts Chapter 8
7 Estimation and Computational Procedures Chapter 8 Hundred Chart
for Whole Numbers Chapter 9 Lesson Plan
TEST 2 Chapters 5-9
8 Developing Fraction Concepts Chapter 10 Fraction Circles 9 Developing Fraction Computation Chapter 11 Fraction Bars 10 Developing Decimal Concepts and Computation Chapter 12 Graph Squares
Number Line 11 Understanding Ratio, Proportion, and Percent Chapter 13 Journal Article
Test 3 Chapters 10-13
12 Developing Geometry Thinking and Spatial Sense Chapter 14 Nets, Solids
13 Developing Measurement Concepts and Skills Chapter 15 Geoboards
Cm. Paper 14 Collecting, Organizing, and Interpreting Data Chapter 16 Probability Activities
15 Developing Integers and Algebraic Thinking Chapter 17 Graphing
Test 4 Chapters 14-17
Review Philosophy of
Mathematics Education FINAL EXAMINATION Cumulative
VII. ASSESSMENT SUMMARY
Dorothy J. Radin ELE 364 Mathematics Methods Education Name of Instructor Course # Title of Course Name of Department
MISSION MAJOR OUTCOMES COURSE GOALS ASSESSMENT OF
COURSE GOALS The lifestyle at ORU is rooted This course is designed to help the student To explain how various theories on child in the word "Wholeness." meet Elementary Mathematics Subject development apply to how children learn STIMULI: ORU seeks to educate the Competencies 1-3, 6, 8-15, 17. mathematics and incorporate this knowledge whole person, with balanced into curriculum planning and teaching Midterm Exam.
emphasis placed on the 1. believes and demonstrates that all strategies. development of mind, spirit, students can learn and apply mathematics. Final Exam. To explain the complexities involved in and body. 2. uses knowledge of child development to learning to become a problem solver and guide curricular and instructional Group projects to develop strategies to help children become GENERAL OUTCOMES decisions. demonstrate and explain the problem solvers. 3. understands students’ environment and use of concrete materials.
To describe the contributions of different 1. Spiritual Development cultural background, individual learning
cultures to the field of mathematics, the differences, and community expectations. Individual lesson plans and
challenges historically faced by students in 2. Physical Development 6. has experiences with practical textbook assignments.
learning mathematics due to cultural or applications of mathematical ideas.
gender issues, and how to alter mathematics 3. Communication 8. is proficient in the use of a variety of
curriculum to incorporate cultural diversity instructional strategies. CRITERIA:
while encouraging every student to achieve 4. Analysis 9. is proficient in the design of instructional
his/her maximum potential. units. Group Project 10% 5. Problem Solving 10. has knowledge of how to teach. Tests 40% To develop a variety of assessment 11. stimulates and facilitates student learning Class Assignments 30% techniques. 6. Valuing in Decision by using a wide range of strategies and Final Exam 20%
Making procedures. Total 100% To explain how to determine a child’s level
12. helps students learn mathematics by on number readiness. 7. Social Interaction creating a safe and positive. To develop curriculum, teaching strategies, 13. develops students’ abilities. and assessment techniques for the major 8. Global Perspectives 14. employs a range of formal and informal areas of mathematics. assessment methods.
9. Effective Citizenship 15. keeps informed of changes in To develop strategies to utilize technology
mathematics and in the teaching of for teaching mathematics. 10. Aesthetic Responsiveness mathematics. To describe the various organizations that 17 collaborates with peers and other support the teaching of mathematics. education professionals.