tls326 Syllabus Fa16 Granillo

University of Arizona College of Education
TLS 326: Teaching Elementary Mathematics in a Technological Age

FALL 2016 Walker/Gallego -ICat Cohorts
Professor:
Monica Granillo
Office: 719 Education Bldg, rm 829
E-mail: mmp2@email.arizona.edu
Cell phone: 490-5044
Course Time: Mondays, 8:30-11:15am
Office Hours: after class or by appointment
Course Overview:
This course is about rethinking some popular myths associated with mathematics and
mathematics education. It is also about learning to investigate mathematical ideas and experiencing
what it means to engage in mathematical activity that leads to understanding. In this course, we will
explore what it means to learn and teach mathematics with understanding, and how we can help
students from diverse cultural, racial, social and linguistic backgrounds appreciate its beauty and
power. We will rethink some popular myths associated with mathematics and mathematics education
and will investigate particular teaching and learning strategies that may help and hinder students
learning of mathematics. We will pay particular attention to how children think about mathematics, and
we will learn to use what we know about childrens thinking to design and adapt instructional tasks.
We will also attend closely to connections between language and mathematics, and to strategies for
supporting and expanding learning opportunities for emerging bilingual students in a variety of
classroom contexts (i.e., ELD classrooms, dual language classroom, etc.). Additionally, we will
consider students home and community-based knowledge and experiences, students linguistic
resources and strengths, and how we can leverage this knowledge in ways that support their
mathematics learning and identities. Finally, we will discuss the roles of students and teachers in the
classroom, and ways to foster an equitable classroom environment that encourages rich discussion of
mathematical ideas. We will specifically explore issues of status and how status contributes to
participation.Equitywillbeanoverarchingthemethroughoutthiscourse.Wewillspecificallyaddress
issuesofpower,access,diversity,andrelevanceinlearningandteachingmathematics.
This course is not designed to turn you into an expert mathematics teacher. Instead, it aims to
help you become a well-started novice: a prospective teacher who has thought hard about some of
the central questions in mathematics teaching; who has ideas about these questions that she or he can
defend articulately; who knows a bit about the practical side of mathematics teaching and about
resources available to teachers; and who has the skills, the confidence, and the curiosity to learn from
teaching and from the other opportunities for learning that lie ahead.
Granillo,M.(2016)TLS326ElementaryMathematicsMethodsSyllabusandAssignmentGuide
Learning Outcomes:
-Explore childrens thinking and reasoning related to different math domains.
-Learn to plan and reflect on mathematics lessons that target key mathematical content and
mathematical practice standards.
-Deepen your understanding of bilingual mathematics teaching, and enhance your Spanish
language mathematics teaching skills
-Develop strategies for supporting the learning and engagement of diverse groups of students,
including emerging bilinguals, students who need additional support in math, and students from
varied cultural, racial and linguistic backgrounds
-Explore strategies for connection mathematics teaching to students experiences outside of
school, and to contexts and practices in the community
-Critically analyze your teaching with a lens towards equity
Required Texts and Materials

Course Text: Available at the UA bookstore or on-line.
Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and Middle School
Mathematics: Teaching Developmentally, 9th edition (Abbreviated as TD in syllabus)
Note: The 9th Edition is REQUIRED. Previous editions of the text lack important information about
the Common Core Standards, among other topics.
Course Homepage (D2L): www.d2l.arizona.edu
We will utilize D2L to support our in-class work. Log onto D2L to access the syllabus, selected
readings, class resources such as handouts and power points, and to turn in assignments.
SmartBoard Software:
http://www.smarttech.com/Support/Browse+Support/Download+Software
We will use the Smartboard in class, and you will be encouraged to incorporate the Smartboard into
any of your small group assignments. Please download a trial version of the software to help you
prepare your assignment. Directions for downloading and installing the software are posted on D2L.
TheProductKeyis:NB-AEASA-CSANE-YNPQE-CIBIA
Other tools: You will need to obtain an audio recorder for use as you interview students. This does not
need to be a sophisticated digital recorder, a recorder will do. For one of the course assignments, you
will need to use a video camera. You may be able to check one out on campus, or I have access to
several flip cams that you can borrow. In the past, many students have used cameras on their ipads,
phones or digital cameras. Please contact us ahead of time if you need help accessing a video camera.
Internet References
Arizona College and Career Ready Mathematics Standards (download standards for grades K-2 and for
grades 3-5) http://www.azed.gov/azccrs/mathstandards/
AZ CCRS Toolbox http://www.azed.gov/azccrs/instructionaltoolbox/
CCSS Math Standards in Spanish https://commoncore-espanol.sdcoe.net/CCSS-enEspaol/Mathematics
AzMerit Arizona Statewide Assessment Information

http://www.azed.gov/assessment/azmerit/
http://azmeritportal.org
Placemate and Flipbooks to Illustrate Math Standards at each grade level (download your grade level)
K-2 placemats and flip books here:http://www.azed.gov/azccrs/mathstandards/k-2/
3-5 placemats and flip books here: http://www.azed.gov/azccrs/mathstandards/3-5/
6-8 placemats and flip books here: http://www.azed.gov/azccrs/mathstandards/6-8/
Progressions documents for Common Core Standards http://math.arizona.edu/~ime/progressions
National Council of Teachers of Mathematics http://www.nctm.org
Illuminations NCTM Companion Site http://illuminations.org
Inside Mathematics resources for Standards for Mathematical Practices
http://www.insidemathematics.org/common-core-resources/mathematical-practice-standards
Illustrative Mathematics Project http://illustrativemathematics.org
AATM Arizona Association of Teachers of Mathematics http://www.aatm.org/index.htm
YouCubed Math Site Problem Solving Tasks, Online resources
https://www.youcubed.org
Rich Problem Solving Tasks NRICH (Enriching Mathematics)
http://nrich.maths.org/frontpage
Virtual Manipulatives Library http://nlvm.usu.edu/en/nav/index.html
NRICHEnrichingMathematicshttp://nrich.maths.org/frontpage
ListsofChildrensLiteratureBookstouseintheMathematicsClassroom
http://www.thebestchildrensbooks.org/mathforkids.html
http://www.thereadingnook.com/math/
http://love2learn2day.blogspot.com/p/mathbookliststba.html
http://www.nctm.org/ClassroomResources/Units/MathematicsandChildren_sLiterature/
http://letsreadmath.com/mathandchildrensliterature/
OnlineGlossaryofmathematicsterminologyinSpanishwww.mathnotes.com/aw_span_gloss.html
FigureThis!ProblemSolvingActivitiesinEnglish/Spanishhttp://www.figurethis.org/index.htmland
http://www.figurethis.org/espanol.htm
BilingualMathematicsResourceshttp://bilingualmathematics.com/(subscription)
ListofBilingualMathematicsResourceshttp://teacher.depaul.edu/BilingualMathResources.htm
BilingualMathDictionaries
http://denisemeeks.com/hawaii_science/spandict/
https://www.hand2mind.com/pdf/infotrek/InfoTrek%20Glossary%20Updated.pdf
KhanAcademy,SpanishLanguageSite
https://es.khanacademy.org
EngageNY,CommonCoreMathCurriculum,SpanishCurriculumModules
https://www.engageny.org/resource/translatedmodules
TeachingMathematicsforSocialJustice:Databaseofresourcesforeducatorsinterestedin
incorporatingsocial,economic,political,andculturalissuesintothemathematicsclassroom
http://www.radicalmath.org/
TeachingMaththroughCulture:Websitethatexploresmathematicalbasisofdifferentculturalartifacts
ofLatino,NativeAmerican,andAfricanAmericanculturalgroups
http://www.rpi.edu/~eglash/csdt.html
Standards Addressed
Students in the Elementary Education Program are assessed on Arizona Department of Education
Professional Teaching Standards which are based on the Interstate Teacher Assessment and Support
Consortium (InTASC) Standards; the International Society for Technology in Education National
Educational Technology Standards for Teachers (ISTE NETS-Teacher); and the University of Arizona
Teacher Preparation Programs Professional Standards as well as other national standards. The
Standards work in concert. By addressing them, graduates of the Elementary Education Program
demonstrate that they are professionals and are prepared to participate in the very important process of
educating young children.
TEACHER PREPARATION PROGRAM PROFESSIONAL STANDARDS
I. The Learner and Learning
InTASC Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within and
across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
InTASC Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning environments
that enable each learner to meet high standards.
InTASC Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and self-motivation.
II. Content
InTASC Standard #4: Content Knowledge. The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences
that make the discipline accessible and meaningful for learners to assure mastery of the content.
InTASC Standard #5: Application of Content. The teacher understands how to connect
concepts and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.
III. Instructional Practice

InTASC Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to guide
the teacher and learners decision-making.
InTASC Standard #7: Planning for Instruction. The teacher plans instruction that supports
every student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
InTASC Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas
and their connections, and to build skills to apply knowledge in meaningful ways.
InTASC Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS-T Standards)
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual
environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the NETSS.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in
a global and digital society.
UNIVERSITY OF ARIZONA PROFESSIONAL STANDARDS
Teacher candidates at the University of Arizona demonstrate a commitment to their academic program
and to education by:
attending, being on time, and being prepared for scheduled classes and field experiences;
having a professional appearance;
communicating professionally and respectfully orally and in writing with peers, colleagues, instructors,
K-12 students, teachers, administrators, families, and community members;
looking beyond self and respecting differences of race, ethnicity, language, social class, national
allegiance, cultural heritage, disability or perceived disability, gender, and sexual orientation;
accepting and acting upon reasonable criticism;
understanding and respecting others perspectives;
questioning and testing their assumptions about teaching and learning;
separating personal and professional issues;

exhibiting their knowledge through inquiry, critical analysis, and synthesis of the subject;
maintaining or exceeding the minimum grade point average of 2.5 G.P.A.
Department of Teaching, Learning and Sociocultural Studies

Position Statement on Social Justice
The members of the TLSS community are committed to providing equal opportunity and
nurturing an academic climate dedicated to social justice.
Injustice takes many forms. Oppressive acts are sometimes overt, but most are subtle, and
are difficult to document. These hidden forms of discrimination are identified in the literature as
microaggressions, often resulting from unexamined attitudes and beliefs. Macroaggressions are
expressions of both the overt and systemic forms of injustice.
Our commitment to social justice reflects an orientation to our goals and practices in
education and ultimately, an orientation to life that values a diversity and inclusion of viewpoints
and experiences of all people as valuable contributors to the experience of schooling and society.
This stance recognizes that individuals bring a variety of linguistic, social, and cognitive
strengths from their families and communities into the classroom; we view these strengths as
assets.
o We value and honor human diversity.
o We recognize that all relationships include dynamics of power. We are committed
to relating to each other with conscious awareness and sensitivity to these power
dynamics.
o We pledge to contribute to expanding the linguistic and cognitive strengths that
learners possess and bring with them to the classroom.
o We understand that systemic policies, traditions, and laws along with personal
beliefs, experiences and attitudes affect personal relationships and equitable
treatment and opportunity for all.
o We strive to provide a context where we all have the venue, the opportunity, and
the confidence to express our experiences and that these experiences will be heard
constructively, critically, and with sensitivity.
o Hence, we are not color blind. We will not erase who someone is in the name of
equality, nor deny the historical, material and emotional impacts of racialized and
gendered identities, and colonial legacies.
We stand alongside and speak out with our colleagues, staff, students, and community
members when any of us or others experience micro- or macroaggressions.
We recognize that those of us who enjoy privileged status due to our racialized, gendered,
heteronormative, or otherwise privileged aspects of our identities may be unaware of the ways
this privileged status marginalizes others. We pledge to listen to our colleagues, students, staff,
and community members when any of us or others make efforts to remain diligent in maintaining
awareness of micro, macroaggressions, and raise our awareness around issues of invisibility,
marginalization, normativity, power, and privilege.
We view these goals as both crucial and ambitious. The entrenched nature of oppression
requires both institutional restructuring and new social discourses. Therefore, our stance on
disrupting existing and persisting inequities requires attention to micro and macro level
interactions. Every interaction is an opportunity for disrupting processes of marginalization,
whether overt or subtle, both through person-to-person exchange and through resisting
oppressive structures and systems. We commit to holding one another and ourselves accountable,
through our research and practice, to rejecting entrenched inequalities, and to cultivating new
discourses as groundwork for imagining new social worlds.
General Course Policies

Class Participation
Some students may be hesitant to participate in discussions about math because it isnt a subject they
like or feel confident in. In contrast, other students may be overly eager to talk about and explain their
mathematical thinking. Each of these ways of participating can be problematic when we ask students to
learn from and with each other (as we will ask you to do in this class). Those who are reluctant to
contribute lose opportunities to try out and receive feedback on their ideas. Those who talk too much
lose the opportunity to learn about the ideas of others. Also, because other students may defer to them,
these eager students may also lose the opportunity to improve their ideas through the suggestions of
others. In an ideal classroom situation, all students take responsibility for 1) voicing their own
thoughts, ideas, and questions and 2) engaging other students thoughts, ideas, and questions. As
students learn from and with each other, they listen, question, encourage, invite, and explain.
Cell Phones & Other Technologies
While cell phones and other means of staying in touch have become part of almost every moment of
our lives, there are still some places where the technology can be more problematic than productive
and, depending upon the activities for the day, our classroom space is potentially one of those places.
Please silence your cell phone during class. If you receive an emergency communication, please
excuse yourself from the room to take care of it. Otherwise, please refrain from texting or checking
your email during class time and practice respectful use of technology during class. One possibility is
to leave your cell phone in a backpack where it wont attract attention or be too tempting to you.
Attendance
In teacher preparation courses at the College of Education, we focus on your learning. To lay a strong
foundation for your development as a professional in four semesters is a challenge. Time in academic
courses and time in classrooms is at a premium, and we strive to engage you fully in both. Our courses
integrate knowledge and practice and are performance-based. We model practices for you to learn and
ask you to demonstrate your understanding of the content.
Because courses are preparation for your career as teachers, being dependable, responsible, and
punctual are behaviors that you must exhibit. The children whom we teach as well as their families
and the community expect this of us when we are in schools, and so the faculty in the College of
Education expect this of you during the semesters you are in the program. Being dependable,
responsible and punctual are signs of the professional behavior we expect you to demonstrate while at
the College of Education and throughout your professional career. We have high expectations of you,
possibly higher than you have experienced before the program.
In accordance with the University of Arizona Academic Policy for class attendance, the following
guidelines are in place:
1. Plan to be in class and in your classroom every day scheduled at your site.
Any personal events you have, such as doctor's appointments, vacations, family events,
or hours at work, should be planned to for Fridays or after your course and classroom
times have ended. Personal events should not conflict with coursework and classroom
hours.
All holidays or special events observed by organized religions will be honored for those
students who show affiliation with that particular religion.
These absences, as well as other excused absences, require the completion of the
Exception to Attendance form, with proper explanation of why the absence merits
exception.
Absences pre-approved by the UA Dean of Students (or Dean's designee) will be
honored (for example, absences required of athletes).
2. Arriving to class on time and being prepared are professional behaviors. We will start class
promptly each day.
If you arrive more than 5 minutes late, or leave more than 5 minutes early, this will be
noted.
Three or more late arrivals or early departures may constitute an unexcused absence.
3. We know that unexpected events occur. You are allowed one excused absence from class for
illness or personal emergency. The reason for the excused absence must be justifiable and for
the most part unplanned and unavoidable, for example a car accident or an unexpected illness
that results in an emergency room visit.
In order for the one absence to be excused, you must:
o notify your instructor or mentor teacher and site coordinator within 24 hours;
o complete and provide the site coordinator with the Exception to Attendance
form;
o make arrangements for another student to gather handouts and take notes for
you if you are missing coursework. You are responsible for catching up on any
missed material;
o Make arrangements to make up the hours of fieldwork if you are missing being
with your mentor teacher.
4. Multiple absences may indicate issues that need to be addressed because they may reflect a
lack of professionalism. More than one excused or any unexcused absences will result in a
conference with the instructor(s).
In addition, prior to or after the conference, a Referral for Performance Concerns
may be completed and a meeting with the instructor(s) and the Program Director will
be scheduled. The referral and subsequent meeting are to address and find a possible
resolution to the absences.
Multiple excused or unexcused absences may result in lowering your grade by one full
letter. For example, if you were receiving an A in the course, the highest grade you
could receive is a B.
Multiple excused or unexcused absences may result in a failing grade for the course,
unless a valid and justifiable reason has been provided, or as per University policy,
excessive or extended absences from class is sufficient reason for the instructor to
recommend that the student be administratively dropped from the course.
5. Attendance during your fieldwork is critical. Your mentor teacher and students depend on
you.
Your arrivals and departures along with attendance will be noted on a time sheet in the
classroom.
If your late arrivals, early departures and absences in applications exceed the
attendance policy described above, your grade may be lowered to a full grade in EACH
of your courses. For example, if you were receiving a B in each of your courses, you
would receive a C in EACH of your courses.
Late Assignments
Conflicts with an assignment deadline should be discussed and resolved before the assignments due
date. Unexplained late assignments may not be accepted or graded and may result in a failing grade for
that assignment. If you are absent on the day an assignment is due and do not make other arrangements
to get the assignment to me, it will be considered late.
Benchmark Assignments
The Benchmark Assignment is a performance based assessment that evaluates your progress toward
meeting the Arizona Professional Teaching Standards: InTASC standards; NET*S Standards; and the
University of Arizona Professional Standards. In order to pass this course, you must pass the
Benchmark Assignment. Even if you receive passing grades on all other assignments, if you fail the
Benchmark Assignment, you will fail the class. Passing the Benchmark Assignment means you have
met the objectives of the course, which are tied to the Arizona Professional Teaching Standards:
InTASC standards; NET*S Standards; and the University of Arizona Professional Standards. Failing
the Benchmark Assignment means that you have failed to demonstrate mastery of objectives of the
course, which are tied to Arizona Professional Teaching Standards: InTASC standards; NET*S
Standards; and the University of Arizona Professional Standards.
Professional Writing
We hold high expectations for you as you begin teaching children and move closer to student teaching
and a professional teaching career. Weekly writings, in-class writing, and observations and notes from
classrooms can be informal, with a major focus on the ideas, and less focus on mechanics. Formal
assignments should be word-processed and free of grammatical, spelling and punctuation errors. The
UA Writing Center offers one-on-one conversation with a writing consultant to assist you in your
writing at any stage in the writing process: http://english.arizona.edu/index_site.php?id=287.
All writing should take care to acknowledge the contributions of others, whether you are referencing
an idea from reading, a lesson plan from a printed or online source, or contributions made by others in
class. In your formal writing, you should use the APA guidelines to reference printed and online
sources. You may find the following website to be helpful with APA documentation procedures:
http://owl.english.purdue.edu/owl/resource/560/01/.
As a final note, only work that is handed in on time, free of spelling mistakes, and is of outstanding
quality will be awarded an A.
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Field Work
Your fieldwork experience is intended to provide you opportunities to observe, teach and work with a
cooperating teacher. Your fieldwork is tied to coursework through these specific assignments for this
course such as the mathematics learning case study of an individual child, and small and large group
mathematics lesson plans. In addition to those assignments, it is your responsibility to make the most
of the fieldwork by showing initiative and participating fully in a variety of ways. Remember: since
you are not a student teacher, it is not appropriate for you to be left alone with children. You are held
accountable for both the hours spent in fieldwork as well as the quality of your participation in class.
University Policies
Behavior in an Instructional Setting Disruptive Behavior

Disruptive behavior means conduct that materially and substantially interferes with or obstructs the
teaching or learning process in the context of a classroom or educational setting. Disruptive behavior
includes conduct that distracts or intimidates others in a manner that interferes with instructional
activities, fails to adhere to an instructors appropriate classroom rules or instructions, or interferes
with the normal operations of the University.
According to the University Policy, disruptive behavior includes:
The student in your class who is persistently tardy or leaves early.
The student who talks incessantly while you are delivering a lecture
The student who loudly and frequently interrupts the flow of class with questions or
interjections
The student who becomes belligerent when you confront his or her inappropriate behavior in
class
Cell phones ringing in a classroom, text messaging, chatting online
Persistent and unreasonable demands for time and attention both in and out of the classroom
For the complete University Disruptive Behavior Policy, visit:
http://policy.arizona.edu/education-and-student-affairs/disruptive-behavior-instructional-setting
https://deanofstudents.arizona.edu/accountability/disruptive-student-behavior
Student Code of Academic Integrity

Integrity is expected of every student in all academic work. All students submitted work must be his or
her own. It is expected that all papers and lesson plans be original (i.e., created by the student), typed,
neat, proofread, and grammatically correct. Plagiarism in any form will not be tolerated. It is assumed
that the Student Academic Code of Integrity will be adhered to. Integrity is expected of every student
in all academic work. The guiding principle of academic integrity is that a student's submitted work
must be the student's own. Academic dishonesty will not be tolerated under any circumstances, and
will result in a failure to pass this course. Misrepresenting the words or ideas of another as your own is
called plagiarism. The key to avoiding plagiarism is to develop good judgment in the fair attribution of
words and ideas. You must credit the source whenever you (a) directly quote the words of another or
11
(b) reference a specific idea, argument, or fact from a given source. You should err on the side of
caution and cite the source of any specific ideas, concepts, or facts that you use. Conduct prohibited
by the Code consists of all forms of academic dishonesty.
Threatening Behavior by Students
Threatening Behavior by Students: See http://policy.arizona.edu/education-and-studentaffairs/threatening-behavior-students for more information.
The University seeks to promote a safe environment where students and employees may participate in
the educational process without compromising their health, safety or welfare. The Arizona Board of
Regents Student Code of Conduct, ABOR Policy 5-308, prohibits threats of physical harm to any
member of the University community, including to ones self. Threatening behavior can harm and
disrupt the University, its community and its families. Threatening behavior means any statement,
communication, conduct or gesture, including those in written form, directed toward any member of
the University community that causes a reasonable apprehension of physical harm to a person or
property. A student can be guilty of threatening behavior even if the person who is the object of the
threat does not observe or receive it, so long as a reasonable person would interpret the makers
statement, communication, conduct or gesture as a serious expression of intent to physically harm.
Nondiscrimination and Anti-Harassment Policy
The University of Arizona is committed to creating and maintaining an environment free of
discrimination. In support of this commitment, the University prohibits discrimination, including
harassment and retaliation, based on a protected classification, including race, color, religion, sex,
national origin, age, disability, veteran status, sexual orientation, gender identity, or genetic
information. The University encourages anyone who believes he or she has been the subject of
discrimination to report the matter immediately as described in the section below, Reporting
Discrimination, Harassment, or Retaliation. All members of the University community are responsible
for participating in creating a campus environment free from all forms of prohibited discrimination and
for cooperating with University officials who investigate allegations of policy violations. For more
information, visit: http://policy.arizona.edu/human-resources/nondiscrimination-and-antiharassment-policy
Special Needs and Accommodations
It is the Universitys goal that learning experiences be as accessible as possible. If you anticipate or
experience physical or academic barriers based on disability, please let me know immediately so that
we can discuss options.
Students who need special accommodation or services should contact the Disability Resources Center,
1224 East Lowell Street, Tucson or 621-3268 or email: uadrc@email.arizona.edu or
http://drc.arizona.edu/. You must register and request that the Center or DRC send me official
notification of your accommodations needs as soon as possible.
Please plan to meet with me to discuss accommodations and how my course requirements and
activities may impact your ability to fully participate. The need for accommodations must be
documented by the appropriate office.
Please be aware that the accessible table and chairs in this room should remain available for students
who find that standard classroom seating is not usable.
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Grading Policies
Your final grade in this course will reflect the quality of both your written work and your participation
across the semester. The following rubric connects the quality of work with the letter grade and percent
of points earned.
The Benchmark Assignment is a performance based assessment that evaluates your progress toward
meeting the NAEYC, ADE Professional Teaching (InTASC) Standards, NET*S, and UA Standards. In
order to pass this course, you must pass the Benchmark Assignment. Even if you receive passing
grades on all other assignments, if you fail the Benchmark Assignment, you will fail the class. Passing
the Benchmark Assignment means you have met the objectives of the course, which are tied to the
NAEYC, InTASC, NET*S, and UA Standards. Failing the Benchmark Assignment means that you
have failed to demonstrate mastery of objectives of the course, which are tied to NAEYC, ADE
Professional Teaching (InTASC) Standards, NET*S, and UA Standards.
To earn a passing grade in your courses, you must successfully complete the associated classroom
experience. Successful completion involves completing your classroom hours every week and making
up missed hours; receiving positive evaluations from your cooperating teacher regarding your
classroom performance and professionalism; and completing all required classroom assignments.
Grading Policy
%
10090%
Letter
Grade
A
89-80%
79-70%
69-60%
General Description of Quality

Outstanding, exemplary work. Uses and integrates readings, classroom
discussions, and teaching experiences (where appropriate) to inform the
writing/activity. Demonstrates thorough understanding of important course
ideas. Meets all the requirements of the assignment, is deeply thoughtful, and
provides many details and examples to support the assignment. No errors in
grammar, punctuation, spelling.
High quality work. Uses many readings, classroom discussions, and teaching
experiences (where appropriate) to inform the writing/activity. Demonstrates
understanding of important course ideas. Meets all the requirements of the
assignment, is thoughtful, and provides some details and examples to support
ideas. Very few errors in grammar, punctuation, spelling.
Good quality work, performing at expected level for this course. Uses some
readings, classroom discussions, and teaching experiences (where appropriate)
to inform the writing/activity. Demonstrates understanding of some key
course ideas. Meets all the requirements of the assignment, engages with
purposes of assignment, provides some details and examples to support ideas.
Few errors in grammar, punctuation, spelling.
Work below expected level of quality for the TE program. Makes vague
references or inappropriate references to relevant readings, class discussions,
and teaching experiences to inform writing/assignment. Does not meet all
requirements of assignment. Limited attempt to engage with purposes of
assignment, few details and examples to support ideas. Many errors in
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Below
60%.
grammar, punctuation, spelling.

Significantly below expected level of quality. Shows little evidence of
having read course readings, of uses of classroom discussions, or of field
experiences. Meets few of the requirements of the assignment. Demonstrates
little or no understanding of key course ideas. Shallow attempt to engage with
purposes of assignment, no details or examples to support ideas. Many errors
in grammar, punctuation, spelling.
14
Overview of Assignments
Assignment and Standard
Math Life Story
Number Talk
Due
9/2
ONGOING
InTASC #2, #4, #8

NETS-T #1, #2
Writing on Reading
ONGOING
10
Interviews and Observations in Fieldwork:

Getting to Know You Interview
Problem Solving Interview(s)
Informal Observations
To be done Weeks of 9/19-10/3
15
Mathematics Learning Case

Study of an Individual Student
(individual project)
Percent of grade
5
10
InTASC #1, #2, #6

.
Small Group Literature-Based

Mathematics Lesson
(individual project)
Bring Notes/Student Work to Class:

Getting to Know You: 9/26 (bring notes from your
interview to class)
Problem Solving Interview(s): 10/3 (bring student
work and notes from interview to class)
Case Study Report: 10/7
Lesson Plan: Submit for instructor review/feedback by
Friday before the week you plan to teach
15
Teach lesson in Fieldwork (teaching earlier is also

fine) during weeks of 10/17-10/24
InTASC #1, #2, #4, #7, #8

Community Mathematics
Exploration Project
(small group project)
InTASC #2, #5
Whole Group Problem Solving
Lesson
(individual project, benchmark
assignment)
InTASC #1, #2, #3, #4, #5, #6.
#7, #8, #9
Lesson Reflection (individual): 10/28

Informal Conversations with APPS students:
Could begin week of 10/17
15
In class field trips and work time 10/31-11/7

Group Presentations: 11/14
Draft Lesson Plan: share with instructor prior to
teaching
30
Teach Lesson in Fieldowork to be done during weeks

of 11/14-11/28
Equity Analysis: 12/12
Lesson Presentations: 12/5
15
SEMESTER SCHEDULE
*Note that our class will meet on Tuesday during the first and the third weeks of the semester due to First Week activities and Labor Day.
These class session during Labor Day week will be abbreviated. I will remind you of any adjustments ahead of time.
Week
Date
Week
1
Topics and Activities

Introduction to Teaching
Mathematics through Problem
Solving in Diverse Classrooms
8/24
AZ College and Career Readiness
Standards (Common Core)
Readings (DUE BEFORE CLASS)
Field Applications
TD- Chp 1: Teaching Mathematics in

21st Century (pp. 1-12)
Assignments DUE
(due date indicated)
Due: 9/2
Math Life Story Write Up
(submit to D2L)
D2LMoschkovich,TheCommon
CoreandEnglishLearners
Our Stories as Math Learners

Week
2
8/29
Teaching Mathematics through

Problem Solving in Diverse
Classrooms: Focus on
Understanding
TD- Chp 2: What does it mean to

know and do mathematics? (pp.
20-30) (Start with section, What
does it mean to be mathematically
proficient?)
Video Case: Marshmallows
TD- Chp 3: Teaching through Problem

Solving (pp. 37-47 start with
Teaching through Problem Solving
section)
Introduce Mathematics Learning

Case Study
First week in APPS!

Talk with mentor teacher
about math learning case
study project begin to think
about possible case study
student
Introduce the Literature-Based

Mathematics Lesson
Writing on Reading 1
Week
Field Applications
Date
Week
3
9/12
Teaching through Problem Solving TDChp4:PlanningintheProblem

in Diverse Classrooms
BasedClassroom(pp.5769)
Literature-Based Math Lesson in
Classroom
(Plan, Implement, Debrief Lesson)
Discussion of Childrens
Literature as a resource for
Problem-Solving math lessons
Week
4
Childrens Thinking about

Addition and Subtraction
9/19
Childrens Literature for Addition

and Subtraction Lessons
Plan Getting to Know You
Interview
Number Talks
This week in Fieldwork:

Work with mentor teacher
to select Case Study
Student
Assignments DUE
Jigsaw,ChooseONE:
Ducolon:Qualitybooksforproblem
solving
Jacobs:SelectingBooksinSpanish
Shih&Giorgis:Buildingmathand
literatureconnections
Silverman:OntheroadwithCholo,
VatoandPano
Whitin:MathrelatedBookpairs
TDChapter9:Developingmeaning
fortheoperations(pp.167178,
additionandsubtraction)
TDChapter10:DevelopingBasic
FactMastery(pp.195208)
D2LParrish,NumberTalksBuild
NumericalReasoning

Conduct Getting to Know
You interview with Case
Study Student.
Shadow/observe case study
student.
IF you do an interview this
week, bring notes and
student work samples to
class on 9/26.
BeginplanningLiteratureBased
MathematicsLesson
Week
Date
Week
5
Childrens Thinking about

Multiplication and Division
TD Chp 5: Assessment (pp. 87-92,

through end of section on interviews)
9/26
Childrens Literature for

Multiplication and Division
Lessons
TD - Chp 9: Developing meaning for

the operations, Multiplication and
Division (pp. 179-187)
Debrief Getting to Know You

Interview
D2L- Humphreys & Parker, Guiding

Principles for Enacting Number Talks
in the Classroom
Field Applications
Assignments DUE

with Case Study Student
Continueplanning
LiteratureBased
MathematicsLesson
IF you do an interview this

week, bring notes and student
work samples to class on 10/3.

with Case Study Student
Continueplanning
LiteratureBased
MathematicsLesson
Preparing for the

Problem Solving Interview
Week
6
Childrens Thinking about Base

Ten Concepts and Basic Number
Facts
TD- Chp 11: Developing whole

number place value concepts (pp. 222245)
Debriefing Problem Solving

Interviews
D2LJacobsandAmbrose,Makingthe
mostofstoryproblems
10/3
10/7: Math Learning Case
Study Final Write Up Due
Number Talks
Video Case
Week
Field Applications
Date
Assignments DUE
Week
7
Childrens Thinking about MultiDigit Operations (focus on multidigit addition and subtraction)
TD Chp 12: Developing Strategies

for Whole-Number Computation
(pp. 247-269)
No Fieldwork this week.
10/10
Debriefing Problem Solving
Interviews
Choose ONE (focus on algorithms for

addition and subtraction)
D2L: Perkins & Flores, Mathematical
Notations and procedures of recent
immigrant students
D2L: Phillip, Multicultural Math and
Alternate Algorithms
Number Talks
Video Case
Week
8
AFTER YOU TEACH:

Start to work on lesson
reflection
Childrens Thinking about MultiDigit Operations (focus on multidigit multiplication and division)
TDChp13:Developingstrategiesfor
multiplicationanddivision
computation(pp.277295)

Teach Literature-Based Math
Lesson
Designing and Adapting Lessons

on Multi-Digit Operations to
Support Diverse Groups of
Learners: Groupwork, Status
D2L Smarter Together! Book,

Chapters 1 & 2 (What does it mean
to be smart in math?; Why isnt
Miguel learning math: Status at
work)
Informal conversations with

students about experiences in
the community
10/17
Video Case
BEFORE YOU TEACH:

Literature-based math lesson
plan submitted to instructor
for approval
Week
Teaching Algebraic Reasoning
TD: Chp 14: Algebraic Thinking:

Generalizations, patterns and functions
(pp. 299-311; and pp.319-325)
Field Applications
Date
Week
9
Video Case: Equality

Teach Literature-Based Math
Lesson
Assignments DUE
10/28: Reflection on
Literature-based
Mathematics Lesson Due
10/24
Lesson Planning Workshop:
Launching Lessons
Informal conversations with

students about experiences in
the community
D2L Scaffolding for Both

Mathematics and Language Learning
(Coggins et al)
Introduce the Whole Group

Mathematics Lesson Benchmark
Assignment
Debrief Literature-Based Lesson
Week
10
10/31
TeachingandLearningData
andStatistics
Connecting Mathematics Teaching

to Home and Community I
Intro to the Community
Mathematics Exploration
Community Visits/Field Trips
Continued details on the Whole
Group Mathematics Lesson
Benchmark Assignment
Week
Date
Week
11
11/7
Topics/Class Activities
Connecting Mathematics
Teaching to Home and
Community II: Connections to
Equity and Social Justice
TD - Chp 21: Developing Concepts of

Data Analysis (pp. 526-550)
JIGSAW:
D2L: Peterson, Teaching math across
the curriculum
D2L: Simic-Muller et al., Math Club
Problem Posing
D2L: Richardson, Designing a math
trail for the elementary school
D2L: Kahn & Civil, Understanding the
math of a classroom garden

TD Read (or review) the chapter
from Van de Walle (TD) that
corresponds to the content of your
whole group mathematics lesson
This week in Fieldwork: Start

to talk with mentor teacher
about Whole Group Math
Lesson. Decide which week
you will teach the lesson. Find
out which concept/topic (in
general) that you will focus on
in the lesson.
Field Applications
Continue to talk to Mentor
Teacher about Whole Group
Math Lesson. Identify the
specific lesson that you will
teach. Make a copy of the
BeginplanningWholeGroup
MathematicsLesson
Prep for Jigsaw Discussions;
Reading notes on your
assigned article
Assignments DUE
IN CLASS: Bring laptops, one
per group, to work on
community math project
lessons
TaskPlanningbasedon
CommunityMathExplorations
LessonPlanningWorkshop
Analyzing and Adapting
Curriculum Materials
Week
12
Connecting Mathematics Teaching

to Home and Community III:
Presentations
11/14
Lesson Planning Workshop
Week
Date
Week
13
11/21
Teaching and Learning Fractions
D2LJacksonetal.,Launchingtasks
lesson from the

curriculum/teachers guide.
ContinueplanningWhole
GroupMathematicsLesson

Teach Whole Group Lesson
11/14: Community Math

Exploration Presentations
JIGSAW: Choose one

D2L: Turner & Font Strawhun, With
math its like you have more
defense
D2L: Berkman, Tracking PA
announcements: Collecting and
Analyzing data in the classroom
TD Chp 6: Teaching Math Equitably
to all Children (consult specific
sections as needed to think about
support or adaptations specific groups
of students)
Readings
(DUE BEFORE CLASS)
Field Applications
TD - Chp 15: Developing Fraction This week in Fieldwork:

Concepts (pp. 339-361)
Curriculum Materials Analysis:

Fractions
Assignments DUE
BEFORE YOU TEACH:
Final lesson plan to instructor
for approval
Consult Chapters 4, 5 and 6
Week
14
Teaching and Learning

Measurement and Geometry
TD Chp 19: Developing

Measurement Concepts (pp. 453-472)
11/28
Curriculum Materials Analysis:

Measurement OR Geometry
TD - Chp 20: Geometric Thinking and

Geometric Concepts (pp. 488-505)

**LAST WEEK TO
TEACH!!
BEFORE YOU TEACH:

Final lesson plan to instructor
for approval
Consult Chapters 4, 5 and 6
ONGOING: review video of
own teaching, work on equity
analysis
Week
Date
Week
15
Course Closure
Readings
Field Applications
(DUE BEFORE CLASS)

NOREADINGSFORTODAY
Open Topic
Assignments DUE
12/5: Whole Group Lesson
Presentation
12/5
Student Presentations
12/12: Final Equity Analysis

Reflection Paper Due for all
students (on D2L)
Course Assignments
General notes for all assignments:
Each assignment should be a learning experience for you. We believe that almost all meaningful
learning is a result of struggling to integrate new ideas into your old ways of thinking and doing. In
your assignments, we value the challenges you take on, and are more impressed by work that takes on
a challenge and struggles with it, than by work that appears mainly to restate readings and discussions.
This is a professional course. All written work should be typed, and checked for spelling and
grammatical errors. Unless otherwise noted, submit all assignments electronically, via D2L.
I. Math Life Story Individual Assignment
You will write a brief math life story to reflect on your own experiences with mathematics as a
student, and in life, and to think about how those experiences impacted your attitude towards and
understanding of mathematics as well as how your own experiences may impact you work as a teacher.
Begin by reflecting on the following questions. For each question, think about specific experiences,
teachers, feelings and events that you remember from learning mathematics in elementary and/or
middle school. You are free to structure your math story in any format that works for you. All
thorough, thoughtful, and insightful assignments will receive full credit. Target length: 3 pages,
double-spaced. You are welcome to submit your assignment in Spanish and/or English.
Math Autobiography Reflection Questions:
1. How do you think your school math experiences impacted your attitude towards math?
2. How do you think your school math experiences impacted your understanding of mathematics?
What experiences made it easier/harder for you to learn math?
3. What did your teachers do or not do to connect mathematics to your home / cultural /
community experiences? How do you think this impacted your experience?
4. How was your math learning supported at home and in your community? As a child, did you do
any activities that involved or applied math outside of school (e.g., family routines or practices,
sports, hobbies, games)?
5. If you have received mathematics instruction in a language other than your home language,
what was your experience like? What did teachers do/not do to support your learning?
6. How do you think your experiences, feelings and beliefs might impact the kind of mathematics
teacher that you will be, or the kind of teacher that you want to be?
II. Writing on Reading
You will be responsible for readings each class session and it is crucial that you read before class and
come ready to discuss the readings. You will be given a Writing on Reading Guide for certain
weeks that are designed to focus your attention on important concepts, and to guide your reflection on
how the readings connect to your experiences in the classroom. This reading guide will also provide
suggestions for taking notes as you read. There will be several prompts that you need to respond to in
your reading notes. During class, we will often have targeted discussions where you will be responsible
for discussing particular ideas in the readings. Your participation in the discussion will be dependent on
your thoughtful review of the readings. You are to submit your notes to D2L Sunday night before class.
You are welcome to submit them in handwritten paper form in class.
III. Number Talks- Small Group Assignment
Throughout the semester we will be discussing why number talks are so important and how to enact
them effectively in a classroom. We will be analyzing video examples at varying grade levels. You will
also see a live model of a number talk in a classroom. You will then have an opportunity to create your
own number talk based on what you know about the guiding principles and perhaps have an
opportunity to conduct the number talk in a classroom during class time. The dates for when this will
occur TBD.
IV. Literature-Based Mathematics Lesson Individual or Partner Assignment
Duringthefirstpartofthesemester,youwillteachasmallgroupliteraturebasedmathematicslesson
inyourAPPSclassroom.Tohelpprepareyouforthisassignment,yourinstructorwillmodela
literaturebasedmathlessonforyouinaclassroomatyoursite.Priortothemodelteach,youwill
previewthemath/literaturebookandthelessonplanduringclass,andyouwillworkwithyour
instructorandpeerstorefinethelesson.Followingthemodelteach,youwilldebriefthelessonand
discusspossiblerefinements.Afterthisintroductiontotheliteraturebasedmathlessonassignment,
youwillhavemultipleopportunitiesduringclasstoexplorearangeofchildrensliteraturebooks(in
EnglishandSpanish)thatcouldbeusedformathematicslessons.Youwillreviewbooksduringclass,
andbrainstormpossiblemathtasksbasedonthebookswithyourpeers.Finally,youwillwork
individually,orwithanotherstudentatyourgradeleveltoselectabookandthenplanamathlesson
aroundthatbookthatyoucanteachinyourfieldworkclassroom.Beforeteachingyourlesson,youwill
shareyourlessonplanwithyourinstructorforfeedback.Youmustreviewandrespondtofeedback
fromyourinstructorBEFOREyoucanteachthelesson.Finally,youwillreflectonyourteachingof
thelessonandsubmitawrittenreflection.
V. Mathematics Learning Case Study
This project provides an opportunity to learn more about an individual child in your applications
classroom, specifically about their home and community experiences and funds of knowledge, and
how they might relate to mathematics learning, AND it provides you with an opportunity to practice
eliciting, interpreting and assessing students thinking about mathematics.
You will work with the same child for all portions of this project. For your math case study you must
select a child whose background is different from yours in some way (linguistic background, culturally
background, race, ethnicity, socio-economic status, etc). You are strongly encouraged to select an
emerging bilingual student.
Part I: Getting to Know You Interview. The first interview is a getting to know you, or funds of
knowledge interview. You will be given a set of questions that you will use to guide your interview.
The questions will be aimed at helping you learn about your students (a)interests,(b)outofschool
activities (family, home, community activities), (c) beliefs about mathematics and themselves as
mathematicallearners,(d)culturalandlinguisticbackground,and(e)whats/heidentifiesasactivities
atwhichs/heexcels.Youmightfindout,forexample,whatkindofactivitiess/heengagesininthe
communitywithhis/herfriendsandfamilies(i.e.,doess/heplaysoccerAdditionally,thisinterview
willhelpyoutoidentifyplaces,locations,andactivitiesinthecommunitythatarefamiliartochildren.
Thesecouldinclude(a)locationsintheneighborhoodimmediatelysurroundingtheschool(i.e.,places
thataremoreorlessinwalkingdistance),(b)locations/settingsintheneighborhoodinwhichthe
studentlives(ifthatdiffersfromthecommunitysurroundingtheschool).
PartII.ProblemSolvingInterview(s).Youwillalsoconductaproblemsolvinginterview(oraseriesof
twoshortproblemsolvinginterviews)withyourcasestudystudent.Youcanconductone3035
minuteintervieworbreakitupintotwoshorterinterviewsbasedonthestudentsgradelevel.The
interview(s)should be conducted in a relatively quiet place. Audio-taping the interview is

recommended. The interview(s) will involve asking a child to solve no less than 4 problems, and
taking notes about the childs problem solving strategies and mathematical understanding. You will be
provided with the problems / tasks to use for the interview, and suggestions for how to adapt the
problems to make them harder or easier depending on the age and experience of your student. You will
construct the interview based on these tasks that you think is appropriate for your child. You will
indicate which tasks you chose in your final report. Depending on the grade of the student, the
interview(s) will include tasks that relate to the four basic operations: addition, subtraction,
multiplication and division, and place value understanding. There will be time in class to debrief the
interviews, and to clarify your understanding of the strategies that your student used. On these days,
you will be expected to bring your notes (hand written is fine) from the interview, along with any
student work that was produced.
Part III: Shadowing your Student. During the 3-4 week period that you are working on your math case
study, you will also spend time shadowing (i.e., observing) your student at various points during the
school day. It is imperative that SOME of the shadowing occurs during math class, but that MOST of
the shadowing occurs during other parts of the school day (i.e., recess, lunch, reading, PE, art class,
before school, science, etc). The goal of the shadowing is to learn more about your students strengths
and competencies in different settings and activities, and to think about how you might use what you
have learned about your student to inform your mathematics teaching. NO SHADOWING can occur
while you are teaching, conducting an interview, or leading an activity.
Part IV: Final Case Study Report. After the interviews and time spent shadowing/observing your case
study student during various portions of the school day, you will prepare a final report that discusses
how you might use what you learned (both about the childs mathematical thinking AND about the
childs funds of knowledge) to design future math instruction for your child.
VI. Community Mathematics Exploration Project Small Group Project (2-4 per group)
This small group project is an opportunity to identify and investigate local community contexts that
could form the basis of powerful mathematics lessons and activities. Connecting your mathematics
instruction to authentic, real-world contexts is VERY important, because it helps students recognize
how mathematics plays an important role in their daily lives, and in the lives of people in their school
and neighborhood community. You will work with other students who are placed at the same
fieldwork school for this project. Group members DO NOT have to be in the same grade level.
First, you will talk with students in your fieldwork classrooms about their experiences in the
community - places they go after school, where the go on the weekends etc
Second, you will visit a local community context to LOOK for and DOCUMENT evidence of
mathematics. This could include: people using mathematics, mathematical concepts or
principles in action, mathematical relationships, quantities, figures, etc.. You will take
pictures, and make notes about the pictures that you take.
Third, you will FORMULATE A SERIES OF QUESTIONS about the context that could be
answered using mathematics. You will COLLECT DATA to help you answer your questions.
This might be data that is immediately evident in the context (the price of an item; the cost of
gasoline, etc), or data that you need to generate (you can measure distances, take temperatures,
keep track of time, look at menus, record examples of shapes, keep track of people who visit an
establishment or cars that drive by, or the items that people order, etc...)
Fourth, you will DESIGNAPROBLEMSOLVINGORIENTEDMATHTASKthatdeepens

studentsmathematicalunderstandingofaparticularconcept,andthatexplicitlyconnectstothe
communitysetting/contextthatyoulearnedaboutinyourcommunityvisits.
Finally, each group will prepare a PRESENTATION that introduces your site, describes the
focus and findings of your mathematical investigation, and summarizes the mathematics tasks
that you developed based on your community visits.
VI. Whole Group Problem Solving Lesson Project (BENCHMARK ASSIGNMENT):
The final project of the class is planning, implementing, and analyzing a whole group problem-solving
lesson that you will teach to your applications students. This lesson will integrate with the content area
your fieldwork students are currently studying. You must draw on curriculum materials (i.e.,
Investigations, Envisions, Everyday Math or another math text) as resources for planning this lesson.
Beforeteachingyourlesson,youwillshareadraftofthelessonwithyourinstructorforinclass
analysisandrevisionsession.Withthesupportofpeers,youwillcriticallyanalyzethetaskincludedin
yourplan,andtheopportunitiesforstudentstoparticipateandlearn.Afterclass,youwillusefeedback
fromtheinclassanalysissessiontoreviseyourlessonplandraftandsubmitthereviseddrafttoD2L
forinstructorreview.Yourinstructorwillthenreviewyourreviseddraftandprovideyouwith
feedback.YoumustreviewandrespondtoinstructorfeedbackBEFOREyoucanteachthelesson.
You will be required to record your teaching on videotape so that you can analyze it. Shortly after
you teach your lesson, you will view the videotape and use it to support a critical analysis of your
teaching. You will analyze particular moments in the lesson, and reflect on the lesson with issues of
equity and diversity in mind. You will complete an individual written summary of your analysis. The
final class period of the semester will be devoted to presentations about your whole group lessons. In
the presentation, you will summarize your lesson and your analysis of your teaching and use short
video clip segments to highlight interesting moments during the lesson.
SignatureAssignmentLESSONPLANRubric
WholeGroupLessonPlanRubric(75pointstotal)
Component
Lesson
Preparation
(Vocabulary,
Materials)
INTASC1,2,
7,8
Standards
AndObjectives
(ArizonaState
Standardsand
Performance
Objectivesand
lesson
objectives)
INTASC6,7
Exceptionalwork
Allcomponentsarecomplete
andappropriateforthe
lesson.Mathvocabularyis
listedandclearlydefined.
Completematerialslist
included.
5points
TheArizonastandards
(CollegeandCareer
Readiness/CommonCore)
andperformanceobjectives
areclearlyidentifiedand
matchwhatistaughtinthe
lesson.
Thestudentfriendly,grade
levelappropriateobjectives
clearlydescribewhat
studentswillknowandbe
abletodoasaresultofthe
lesson,andhowtheywill
demonstratewhattheyhave
learned.Thereisastrong
relationshipbetweenthe
objectivesandtheArizona
Standards.
5points
Highqualitywork
Allcomponentsarepresent,
mostarecompleteand
appropriateforthelesson.
Mathvocabularyislisted
anddefined.Materialslist
included.
4.25points
TheArizonastandards
(CollegeandCareer
areidentifiedandmatch
whatistaughtinthelesson.
MeetsStandards
Mostcomponentsare
present,completeand
appropriateforthelesson.
Mathvocabularyislistedbut
maynotbedefined.
Materialsmostlycomplete.
3.5points
TheArizonastandards
(CollegeandCareer
areidentifiedandare
appropriatetothelesson.
Thestudentfriendly,grade
levelappropriateobjectives
describewhatstudentswill
knowandbeabletodoasa
resultofthelesson,andhow
theywilldemonstratewhat
theyhavelearned.Thereisa
objectivesandtheArizona
standards.
Thestudentfriendly,
somewhatgradelevel
appropriateobjectives
provideasenseofwhat
studentswillknowandbe
abletodoasaresultofthe
lesson.Thereissome
objectivesandthestate
standards.
4.25points
3.5points
FallsBelowStandards
Missingseveralcomponents.
Thevocabulary,iflistedis
notcompleteordefined.
Thematerialslistismissing
someimportantitems.
2.75points
TheArizonastandards
(CollegeandCareer
arenottypedoutinfull.
Additionally,theymaynot
fitwellwiththecontentof
thelesson.Someimportant
objectivesmaybemissing,
and/ormaybeinappropriate
forthegradelevel.
Notincluded
Notincluded
0points
Notincluded
0points
Objectiveslackaclearsense
ofwhatstudentswillknow
andbeabletodoasaresult
ofthelesson.Thereisa
weakrelationshipbetween
theobjectivesandthe
standards,
2.75points
27
TaskAnalysis
INTASC1,2,
7
Alltasksinthelessonare
basedoncorrectand
engagingmathematicsand
relatedirectlytothe
standardsandobjectivesof
thelesson.Theyare
appropriatelysequencedto
facilitatemathematical
understanding.
Themainproblemsolving
taskisdescribedwithclarity
anddetail,includingthe
mathematicalobjectsthatare
centraltothelesson(i.e.
numbers,numbersentences,
geometricshapes,objectsto
bemeasured,etc.),anda
detaileddiscussionofwhy
thetaskismathematically
appropriate.Theanalysis
includesathorough
discussionofthestrategies
studentsmightuse,the
misconceptionsornave
understandingstheymight
have,andaspectsofthe
problemthatmightbe
challengingoreasy.The
analysisdrawsuponcourse
readingsandreflectsa
thoroughunderstandingof
coursethemes.
15points
basedoncorrectand
engagingmathematicsand
relatedirectlytothe
specifiedstandardsand
objectivesofthelesson.
Theyareappropriately
sequencedtofacilitate
mathematicalunderstanding.
taskisdescribedwithsome
clarityanddetail,including
theexactmathematical
objectsthatarecentraltothe
lesson(i.e.numbers,number
sentences,geometricshapes,
objectstobemeasured,etc.),
andadiscussionofwhythe
taskismathematically
includesadiscussionof
thestrategiesstudentsmight
use,themisconceptionsor
naveunderstandingsthey
mighthave,andaspectsof
theproblemthatmightbe
challengingoreasy.The
analysisdrawsuponsome
coursereadingsandreflects
anunderstandingofcourse
themes.
basedoncorrect
mathematicsandrelate
directlytothespecified
standardsandobjectivesof
thelesson.
Mosttasksinthelessonare
basedoncorrect
mathematicsbutsometasks
mayhinderconceptual
understanding.Tasks
generallyrelatetothe
objectivesofthelesson.
taskisdescribed,including
themathematicalobjectsthat
arecentraltothelesson(i.e.
numbers,numbersentences,
geometricshapes,objectsto
bemeasured,etc.).Thereis
somediscussionofwhythe
taskismathematically
maybemissingoneofthe
discussionelements.The
analysisdrawsinalimited
wayoncoursereadingsand
maynotreflect
understandingofcourse
themes.
Thetaskismentioned,but
usingvaguelanguage.There
islimiteddiscussionofthe
mathematicalimportance.
Twoormorediscussion
elementsaremissing.The
analysisfailstoexplicitly
usecoursereadingsand/or
containssignificant
misunderstandingsofcourse
themes.
Notincluded
0points
8.25points
10.5points
12.75points
28
Before
INTASC1,2,
3,4,5,6,7,8,
9
During
INTASC1,2,
3,4,5,6,7,8,
9
After
INTASC1,2,
3,4,5,6,7,8,
9
Includedisaclearand
detaileddescriptionofwhat
theteacherwilldoandwhat
thestudentswilldo.
Describeshowteacherwill
statetheobjective,introduce
thetask,buildbackground,
accesspriorknowledge,and
establishexpectationsfor
studentactivity.
10points
Clearlydescribeswhatthe
teacherandstudentswilldo.
Smallgrouporpartner
explorationareincludedto
effectivelyengagestudents.
Theplanexplicitlystateskey
questionsandteachermoves
aimedat1)eliciting
childrensthinking,2)
extendingchildrens
thinking,and3)supporting
studentunderstanding
includingwhenstudents
arentsurehowtoproceedor
quicklycompletethetask.
15points
Theclosure1)anticipates
possiblestudentactivity,2)
focusesonkeymathematical
ideas3)providesopportunity
fordiscussionofstrategies
and/ormathematicalideas,
and4)identifiesproblems
forfutureexploration.These
Describeswhattheteacher
willdoandwhatthestudents
willdobutapartis
somewhatvagueorunclear.
Describeshowteacherwill
statetheobjective,introduce
thetask,buildbackground,
accesspriorknowledge,and
studentactivity.
8.5points
Describeswhattheteacher
andstudentswilldobuta
partissomewhatvague.
Smallgrouporpartner
explorationareincludedto
engagestudents.Theplan
stateskeyquestionsand
teachermovesbutoneofthe
threeelementsmaybe
poorlyelaborated.
12.75points
Theclosureincludes3ofthe
4elementsORallfour
elementsmightbeincluded
butsomemaylackdetailor
justification.Theclosure
providesstudentswiththe
opportunityfordiscussionof
strategies.
Describestheintroductionto
thelesson,butdoesnot
describespecificallywhat
teacherandstudentswilldo.
Vaguelydescribeshow
teacherwillstateobjectives,
introducetask,build
background,accessprior
knowledge,andestablish
expectations.
7points
Thisportionofthelesson
doesnotdescribespecifically
whattheteacherandstudents
willdo.Smallgroupor
partnerexplorationare
evidentintheplan.Theplan
stateskeyquestionsand
teachermovesbuttwoofthe
threeelementsmaybe
poorlyelaboratedorone
elementmaybemissing.
Theintroductionisminimal
anddifficulttounderstand.
10.5points
Itdoesnotdescribehowthe
teacherwillstatethe
objectives,introducethe
task,buildbackground,
accesspriorknowledge,or
studentactivity.
5.5points
Thedescriptionofthis
portionisminimal,makingit
difficulttounderstand.
However,explorationis
limitedsostudentsdontget
enoughexperiencetomeet
theobjective.Theplanstates
keyquestionsandteacher
movesbuttheyarepoorly
elaboratedortwoelements
maybemissing.
8.25points
Theclosureinthelesson
providesstudentswiththe
opportunitytoreflectonthe
objectivebutmayhavelittle
ornodiscussionincluded.
Aclosureispresentbutdoes
notincludediscussionor
reflection.Thestudentsmay
listentoteacherrestatethe
objective.
10.5points
8.25points
Notpresent.
0points
Notincluded
0points
Notincluded
0points
29
elementsareclearly
articulatedandjustified.
12.75points
15points
Assessment
Strategies
INTASC1,2,
3,4,5,6,7,8,
9
Themethodforassessing
studentlearningand
evaluatinginstructionis
clearlydelineated,fully
describedandappropriate
basedontheobjective.
5points
Differentiation
Strategies
INTASC1,2,
3,4,5,6,7,8,
9
studentlearningand
describedandappropriate
4.25points
Thestrategiesformeeting
thespecificlearningneedsof
particulargroupsofstudents
(i.e.studentswhoare
reluctantlearnersinaddition
tostudentswhomaybe
labeledashavingspecial
needs)aredescribed
throughoutthelessonaswell
assummarized.Strategies
formeetingthelearning
needsofEnglishlearnersare
included.
(i.e.studentswhoare
reluctantlearnersinaddition
tostudentswhomaybe
labeledashavingspecial
needs)areusuallydescribed
throughoutthelessonaswell
assummarized.Strategies
formeetingthelearning
needsofEnglishlearnersare
included.
Thelessonincludestwo
possiblevariationsonthe
taskforstudentswhomay
strugglewiththe
mathematicsandstudents
whoarereadyfora
challenge.Variationsare
specific,justified,and
consistentwithideasin
coursereadings.
Thelessonincludestwo
possiblevariationsonthe
taskforstudentswhomay
strugglewiththe
mathematicsandstudents
whoarereadyfora
challenge.Variationsare
missingoneofthesekey
components:specific,
justified,andconsistentwith
studentlearningand
presentandappropriate
Methodforassessingstudent
learningandevaluating
instructionisvague.
Notincluded
0points
2.75points
3.5points
aresummarized.
Thelessonincludesone
possiblevariationonthetask
forstudentswhomay
strugglewiththe
mathematicsorstudentswho
arereadyforachallenge.
OR,twovariationsare
includedbuttheyare
vaguelydescribedandnot
consistentwithideasin
coursereadings.
arevagueandgeneral.
Notincluded
0points
Thelessonincludesone
possiblevariationonthetask
butthisvariationisvaguely
described,notjustifiedand
notconsistentwithcourse
readings.
2.75points
3.5points
30
5points
ideasincoursereadings.
4.25points
SignatureAssignmentLESSONANALYSISRubric
LessonAnalysisandReflectionRubric(75points)
Component
Summaryof
Lesson,
Includingthe
WholeGroup
Discussion
INTASC1,3,
6
Childrens
Mathematical
Understanding
(FIRSTLENS)
INTASC1,4,
5
Exceptionalwork
Thesummaryclearlyandbriefly
describesthemaintaskofthelesson,
whathappenedduringthelesson,
includingthewholegroupdiscussion,and
anopinionabouthowthelessonwent.
Specificexamplesnotewhatsupported
studentsparticipationinandlearning
fromthediscussionand/orwhataspects
ofthegroupdiscussiondidnotgoso
well.
Highqualitywork
Thesummaryclearlyand
brieflydescribeswhat
happenedduringthe
lesson,includingthewhole
groupdiscussion,andan
opinionabouthowthe
lessonwent.Portionsof
thisdescriptionmaybetoo
brieforlackinginspecific
examples.
MeetsStandards
Thelessonandthe
wholegroupdiscussion
aredescribedbutone
portionofthedescription
ismissingorlackingin
importantdetail.The
descriptionmayalsobe
hardtomakesenseof
whathappened,ormay
beoverlylengthy.
10points
STUDENTLEARNINGLENS
Childrensmathematicalthinkingis
describedindetail,includinga)what
studentsunderstoodaboutmathematical
conceptsb)whatwashardforstudentsto
understand(confusions,
misunderstandings)andananalysisof
whythatcontentwashardc)evidenceof
conceptualunderstandingand/or
proceduralunderstandingd)examplesof
theresourcesthatstudentsdrewuponto
makesenseofandsolvethetask.Eachof
thesepointsissupportedbydetailed
evidencefromthevideotape(e.g.
8.5points
Childrensmathematical
thinkingisdescribedand
analyzedBUTdescription
islackingindetail,
evidence,orreferenceto
coursereadingsORoneof
the4elementsismissing
7points
Childrensmathematical
thinkingisdescribedand
analyzedBUT
descriptionlacksdetail
andjustification
(evidencefromlessonor
referencetocourse
readings)ORtwoofthe
4elementsismissing
21.25points
FallsBelowStandards
Morethanonepartof
thelessondescription
and/orwholegroup
discussiondescription
ismissing.The
descriptionisbriefor
vague.
Notincluded
Notincluded
0points
5.5points
Childrens
mathematicalthinking
ismentionedwithout
detailandthreeor
moreelementsare
missing.
Notincluded
0points
13.75points
17.5points
31
quotationsortallieddata).
Coursereadingsarecitedtosupport
claims.
25points
Additional
Equity
Analysis
(SECOND
LENS)
INTASC2,3,
7
Justifiesyourchoiceofasecondlens.
TEACHINGLENS:
Describes,indetail,theresultsifyour
analysisofteachermovesduringthe
lesson,includinga)howtheteacher
elicitedandrespondingtostudents
thinking,b)howtheteachercreates
opportunitiesfordiverselearnersto
communicatetheirreasoning,c)howthe
teacherimplementedthetaskinaway
thatmaintainedthecognitivedemandof
thetask,andd)howtheteachersdraws
uponmultipleresourcestosupport
studentlearning.Descriptionincludes
specificexamples(e.g.,quotationsfrom
thevideotape,tallieddataofwhotalks
andinwhatways),andadiscussionof
howteachermovesmightrelateto
studentlearning.
OR
POWERANDPARTICIPATION:
Describes,indetail,theresultsifyour
analysisofpowerandparticipation
duringthelesson,includinga)who
participatesandhowtheteacher
encourages/invitesarangeofstudentsto
participate,b)whoholdsauthorityfor
knowingmathematics(teacher,students,
Secondlensisanalyzed
BUTdescriptionislacking
indetail,evidence,or
referencetocourse
readingsORoneofthe4
elementsforyourselected
lensismissing.
21.25points
Secondlensisanalyzed
BUTdescriptionlacks
detailandjustification
(evidencefromlessonor
referencetocourse
readings)ORtwoofthe
4elementsyouryour
selectedlensismissing.
Secondlensis
analyzedwithout
detailandthreeor
moreelementsare
missing.
Notincluded
0points
13.75points
17.5points
32
somestudentsmorethanothers),c)
evidencesthatdifferencesinperspectives
arerecognizedandvalued,andd)how
issuesofpowerandparticipationmight
haveinfluencedstudentlearning.
Descriptionincludesspecificexamples
(e.g.,quotationsfromthevideotape,
tallieddataofwhotalksandinwhat
ways).
Coursereadingsarecitedtosupport
claims.
Extending
yourThinking
INTASC2,3,
5,7,8
25points
Clearlyandaccuratelysummarizesthe
mainmathematicaltaskforthe
subsequentlesson.Usesspecific
examplesfromlessonjusttaughtto
suggestchangestothisnextlesson.These
changesincludebothwaystodrawupon
studentsmathematicalstrengthsand
specificareasstudentsmayneed
additionalsupport.Descriptionis
detailed,andtheproposedchangesare
linkedtospecificfindingsfromanalysis
ofchildrensthinkingand/orissuesof
equity/status.
10points
Academic
Writing
APTS3.5
Writingisclear,andfreeofspellingand
grammaticalerrors.Paperiswell
organizedandeasytofollow.
5points
Describesnext
mathematicslessonand
suggestedchangestothe
lesson(boththosedrawing
onstrengthsandthosefor
supportingstudents).
Portionsofthedescription
lackdetailORdonot
connecttheproposed
changeswiththeanalysis
ofchildrensthinkingor
equity/status.
8.5points
Describesproblematic
featuresofthelesson
andproposesatleastone
changetoimprovethe
learning.Thedescription
generallylacksdetailOR
doesnotconnect
proposedchangeswith
theanalysisofchildrens
thinkingorequity/status.
.
7points
Providesavague
analysisofthenext
lessonandsuggested
changes,butthe
discussionofchanges
isnotspecificAND
thechangesarenot
linkedtotheanalysis
ofchildrensthinking
orequity/status.
Writingisfreeofspelling
andgrammaticalerrors,
buthasoccasionallapses
inclarityand/or
organization,ORwritingis
clearandwellorganized
buthasoccasionalerrorsin
spellingand/orgrammar.
Writinghasoccasional
errorsinspellingand/or
grammar,andhasat
leastonesentence/idea
thatislackinginclarity.
Writingincludes
multiplespellingand
orgrammaticalerrors,
andisgenerally
unclear.
3.5points
2.75points
Notincluded
0points
5.5points
Writingis
unintelligible.
0points
33
4.25points
LessonPlanScore:
/ 75total
LessonReflectionScore:
/ 75total
TotalScore:
34

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University of Arizona College of Education

TLS 326: Teaching Elementary Mathematics in a Technological Age

Required Texts and Materials

AzMerit Arizona Statewide Assessment Information

III. Instructional Practice

separating personal and professional issues;

Department of Teaching, Learning and Sociocultural Studies

General Course Policies

Behavior in an Instructional Setting Disruptive Behavior

Student Code of Academic Integrity

General Description of Quality

grammar, punctuation, spelling.

InTASC #2, #4, #8

Interviews and Observations in Fieldwork:

Mathematics Learning Case

InTASC #1, #2, #6

Small Group Literature-Based

Bring Notes/Student Work to Class:

Teach lesson in Fieldwork (teaching earlier is also

InTASC #1, #2, #4, #7, #8

Lesson Reflection (individual): 10/28

In class field trips and work time 10/31-11/7

Teach Lesson in Fieldowork to be done during weeks

Topics and Activities

Readings (DUE BEFORE CLASS)

TD- Chp 1: Teaching Mathematics in

Our Stories as Math Learners

Teaching Mathematics through

TD- Chp 2: What does it mean to

Video Case: Marshmallows

TD- Chp 3: Teaching through Problem

Introduce Mathematics Learning

First week in APPS!

Introduce the Literature-Based

Topics and Activities

Readings (DUE BEFORE CLASS)

Teaching through Problem Solving TDChp4:PlanningintheProblem

Childrens Thinking about

Childrens Literature for Addition

This week in Fieldwork:

This week in Fieldwork:

Topics and Activities

Readings (DUE BEFORE CLASS)

Childrens Thinking about

TD Chp 5: Assessment (pp. 87-92,

Childrens Literature for

TD - Chp 9: Developing meaning for

Debrief Getting to Know You

D2L- Humphreys & Parker, Guiding

This week in Fieldwork:

IF you do an interview this

This week in Fieldwork:

Preparing for the

Childrens Thinking about Base

TD- Chp 11: Developing whole

Debriefing Problem Solving

Topics and Activities

Readings (DUE BEFORE CLASS)

TD Chp 12: Developing Strategies

No Fieldwork this week.

Choose ONE (focus on algorithms for

AFTER YOU TEACH:

This week in Fieldwork: