Course Guide Corrected

CHILDREN LEARNING MATHEMATICS EDMA2213: Course Information.
Academic Year 2009/2010, Semester 1
The University of the West Indies OPEN CAMPUS

CHILDREN LEARNING MATHEMATICS EDMA2213 COURSE GUIDE
Semester 1 2011/2012
Welcome to Semester 1 of teaching and learning in EDMA2213- CHILDREN LEARNING MATHEMATICS. I am EDNA LAWRENCE, your Course Coordinator. As you know, open and constant communication is critical to success in the online learning environment. I therefore urge you to ensure that you play your part to develop and maintain a very interactive relationship with your e-tutor. I can be reached via the following: Email: edna.lawrence@dec.uwi.edu Telephone: (876)912-2818/ (876)849-9751 Skype: edna.lawrence1 Thank you for your commitment as your tutors and I work together to make EDMA2213 Children Learning Mathematics a meaningful learning experience.
Edna M. Lawrence
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CHILDREN LEARNING MATHEMATICS EDMA2213: Course Information. Academic Year 2009/2010, Semester 1
August 2011
CONTENTS PAGE
Introduction Course Outline Course Topics Course Delivery Schedule Coursework Assignments and Guidelines General Guidelines for Writing Course Work Accountability Statement 3 6 12 15 23 26 27
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Course Code: Course Title: Credits: Prerequisite/s: Co-requisite: Academic Year:
EDMA2213 CHILDREN LEARNING MATHEMATICS 3 None To be teaching mathematics at present 2011/2012 (Semester 1)
Course Coordinator: Edna M. Lawrence Email: edna.lawrence@dec.uwi.edu Telephone: (876)912-2818/ (876)849-9751 Skype: edna.lawrence1
INTRODUCTION
General Information Some important information to keep in mind: 1. Your picture uploaded on the Learning Exchange must conform to the following a profile of just your face, a close up image that allows you to be recognized.
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2. The Department in the Open Campus (OC) ultimately responsible for the delivery of this course is: The Undergraduate Programmes Department. View the OC Web Site for information on your Programme: http://www.open.uwi.edu/ - the home of the Undergraduate programme. 3. There are different avenues available to you as a student to receive support. The avenue you take is dependent on your particular need. View the QUICK LINK in your course for Frequently Asked Questions (FAQs .)
Purpose of this Guide This guide provides an overview of the course on which you are embarking. It gives the course outline details how the course will be assessed and in general indicates what is required of each participant.
Course Coordinators Expectation

As individuals you will face many challenges from family, from work or from other courses while you are doing this course. I believe that your aim is to do well. My list of expectations of you is to assist in the smooth running of the course so that you can benefit fully from what it has to offer. Kindly observe the following guidelines: Become familiar with the contents of the course guide Have access to reliable computer and internet use. Try to enter into the moodle at least once in 24 hours to read and respond to messages relating to the course posted by the course coordinator and tutor. Participants commit themselves to reading the literature and be prepared to share meaningfully in the discussion forum and in all other activities given. Observe the time schedule given for the duration of each unit or for the set of questions posted. Save all assignments in Word 2003 before uploading. Write your I.D. number on all assignments. Attach a signed Undergraduate Coursework Accountability Statement to all assignments.
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Upload all assignments in the moodle. (Do not send assignments to the email addresses of the tutor or the course coordinator. (These will not be marked.) As much as possible try to submit assignments before the due date and not wait on the last minute bearing in mind the technicalities that can occur in using the technology. Submit to your tutor and coordinator a telephone number and an email address (other than your open campus email address) by which you can be contacted. Participate in course orientation by completing the Meet your Classmate and E-Tutor section and ensuring that you post a photograph of yourself. I hope that all participants in this course will obtain more than a passing grade and that you will make every effort to incorporate that which has been learned so that your effectiveness as a teacher can be improved and students performance can be enhanced.
General Remarks about the Course The course, Children Learning Mathematics (EDMA2213), seeks to expose teachers of mathematics to a deeper understanding and awareness of issues that affect the learner of mathematics and the learning of mathematics with a view to suggest ways of addressing these issues. Participants are expected to be actively engaged in the teaching of mathematics during the period of the course as you will need to use the classroom as a field.
The mode of delivery is online and therefore participants must observe the code of conduct that shows courtesy and respect to other online users. You are required to use information retrieved from the internet and other sources appropriately and acknowledge the source from which it comes. A section under General Guidelines for Writing (p. 37) will guide you how to use the work of other people.
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COURSE OUTLINE
Course Description Being aware that teachers of mathematics need to have an understanding of the characteristics of the learner and the learning environment, the course provides an introduction to issues of learning in general and mathematics learning in particular. Course Objectives
You should be able to:
1) Identify factors associated with learning and to explore the particular demands of learning mathematics.
2) Demonstrate an understanding of the models of learning as they relate to the learning of mathematics. 3) Use diagnostic teaching skills as a means of facilitating learning. 4) Develop and use strategies for developing childrens understanding in mathematics. Course Units The units to be covered in this course are as follows: Unit Number Unit 1 Unit 2 Unit 3 Unit 4 Unit Name
The Learning of Mathematics Models of learning Enabling understanding of mathematics Assessing the Occurrence of Learning
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Course Delivery This course will be delivered over fifteen (13) weeks using online discussions, participating in activities within the course units. The main course material will be given online within the Units of the course. Additional readings will be provided on CD. Each participant is expected to visit the course at least once in 24 hours to make postings, interact with other peers, answer questions posted by classmates, the e-tutor or the coordinator. You will be provided with guidance each week on particular topics to focus on, but you must also be prepared to work through, independently, all your course material. The course schedule will outline what the focus will be on for each week (See the Course Topics and Course Delivery Schedule (pp. 11 - 39). Activities are given within each unit. You are expected to complete each activity and make an initial posting in the discussion section of the related unit. After you have made your posting, you read the postings of the other peers and comment. You become engaged in a discussion. Also, to test your level of participation in the discussion forum, 5% will be awarded to your participation in this regard. Please see the Course Delivery Schedule (p. 15) and note the activities and the date. Feedback for all postings made will be posted by your e-tutor in the respective unit and/or in the e-tutors presentation section not later than two weeks after the due date.
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ASSESSMENT
There will be five (5) course assessments as follows: (i) Assignment #1: mini essays on Mathematics, Learning & Mathematical Understanding (ii) Assignment #2: Essay on Theories of Learning (iii) Assignment #3: Group Work on Communicating in the Mathematics Classroom (iv) Assignment #4: Project on the Learner (v) Graded discussions
The weighting for the assessments are as follows: Assessment Item Weighting Assignment #1 20% Assignment #2 20% Assignment #3: Group Work 15% Assignment #4: Project 40% Graded Discussions 5% Total 100%
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READINGS Readings are available as part of your course package. Articles have been carefully selected and the readings are supplemented by the course materials provided in each unit. In addition you are expected to read the following articles from the CD of readings that will be provided:
Sue-Johnston-Wilder, et.al. (1999). Learning to Teach Mathematics in the Secondary Schools. London: Routledge Ernest, P. Aims of Teaching Mathematics. UWIDITE material. Kingston. University of the West Indies Skemp, R. (1976). Relational and Instrumental Understanding, Mathematics Teaching 77: 20 6. Selinger, M. Understanding
Watson, A. What does it mean to understand something?
Skemp, R. The formation of mathematical concepts.
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Orton, A. What cognitive demands are made in learning mathematics? Bell, Costello & Kachmann Language
Caribbean Examinations Council Regional Workshop (1996). Diagnosis Lappen, G. Accommodating Students Differences
Bell-Hutchinson, C. The language of Mathematics-do you speak it? Window on Mathematics. The Daily Gleaner, August 7.
Bell-Hutchinson, C. (2001). Communicating with Symbols. Window on Mathematics. The Daily gleaner, July 31.
Mathematics Through Problem Solving
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ADDITIONAL RESOURCES Writing guidelines using APA 6th edition can be found at: http://owl.english.purdue.edu/owl/resource/560/01/
Important dates to keep in mind: Important Dates
SEMESTER 1 AUGUST DECEMBER 2011 Registration (Add/Drop) Semester Begins Teaching Begins
Mid-Semester Examinations
August 22 September 16, 2011 August 28, 2011 September 05, 2011 October 17 through October 22, 2011 December 2, 2011 December 5, 2011 December 21, 2011 December 21, 2011
Teaching Ends Examinations Begin Examinations End Semester Ends
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COURSE TOPICS UNIT I

WEEK 1:
Purposes of learning Mathematics o What is Mathematics? o The Aims of Mathematics Education o Useful Mathematics o Mathematics for Passing Examinations
WEEK 2:
The nature, role and attainment of knowledge o o o o o o o o o The Role of Knowledge The Attainment of Knowledge The Nature of Skills The Role of Skills The Attainment of Skills The Nature of Understanding The Role of Understanding The Attainment of Understanding Teaching for Understanding
WEEK 3
Major components of Mathematics Learning o What are Mathematics Processes? Learning Related to Number & Space o Learning related to Number o Learning related to Space
UNIT II
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WEEK 4
The Work of Learning Theorists o Theories of Development Piaget o Bruners Theory of Instruction o Vygotsky o Jean Lave- Situated Cognition
WEEK 5
Constructivist Theory
UNIT III
WEEK 6
Children as Individuals Visualizing Perception and Visualization Field Dependent & Field Independent Learners Grasshopper and Inchworm Learners The Classroom Environment The Physical Environment The Personal Environment The Intellectual Environment
WEEK 7
o o o o o o Communicating Mathematics Communicating Concepts Communication in the Classroom Communicating Mathematically Language in the Mathematics Classroom Language and formation of Concepts
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Oral Language in the Mathematics Classroom
WEEK 8
o The Written Language of Mathematics
WEEK 9
o o o o o The Role of Problem Solving in Learning Mathematics The Nature of Problem Solving Problem Solving and Constructivism Why Problem Solving? Implications for the Role of the Teacher
UNIT IV WEEK 10
Methods of Assessing Learning Curriculum Changes Assessment of Open-End Work Written Assessment Methods
WEEK 11
Diagnosis Barriers to Understanding
WEEK 12
Diagnosis The Role of Diagnosis
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WEEK 13
Reflection Lessons Learned Course Evaluation
COURSE DELIVERY SCHEDULE Semester begins August 28, 2011 Teaching begins September05, 2011 Teaching ends December 02, 2011 Semester ends December 21, 2011
DATES WEEK MAIN TOPIC
OBJECTIVES Students should be able to:
ASSIGNMENT DUE DATE
August 28September 4
Orientation
Complete the Meet your classmates and E-tutor section of the course. Post a close up, face only photograph of themselves. Read through the course guide and become familiar with the requirements of the course
Value: 1% for full participation in orientation
activities
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ASSIGNMENT DUE DATE
September 5-11
Unit 1 Topic: The Learning of Mathematics Subtopic #1: Purposes of Learning Mathematics
Give their response to the question What is mathematics? Put forward their position regarding the purposes of learning mathematics and justify this position Demonstrate an understanding of the various views concerning the nature of mathematics and the purposes of learning it Be aware of the various views about the nature of mathematics and be able to put forward their own view
September 12-18
Unit 1 Topic: The Learning of Mathematics Subtopic #2: The Nature, Role & Attainment of Knowledge, Skills & Understanding Unit 1 Topic: The Learning of Mathematics Subtopics #3: Major Components of Mathematics Learning
Describe the characteristics of knowledge, skills and understanding Discuss the importance of knowledge, skills and understanding in the learning of mathematics Identify some approaches that are effective in teaching for knowledge, skills and understanding
Sept 19-25
Define process as it relates to the learning of mathematics Describe major mathematical processes Define numeracy and describe its role in society
Subtopic #4: Learning related to Number & Space
Identify and better understand some of the difficulties associated with learning related to number and space Plan lessons to address some of the problems experienced by learners in number and space Recognize the importance of models in the learning of number and space
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ASSIGNMENT DUE DATE
Sept. 26 Oct 2
Unit 2 Topic: Models of Learning Subtopic #1: The Work of Learning Theorists Summarize the key points in the mathematical learning theories of Lave, Bruner, Vygotsky and the development theories of Piaget Discuss contradictions and concurrences in these theories
Assignment #1 due on Oct. 3 at 2:30 p.m (Ja time) & 3.30 p.m. (EC time). Value: 20%
Oct. 3 9
Subtopic#2: Constructivist Theory List the key elements in the constructivist theory of learning Identify some teaching approaches that follow the principles of constructivism
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ASSIGNMENT DUE DATE
Oct 10 16 6
Unit 3 Topic: Enabling Understanding of Mathematics Subtopic #1: Children as Individuals Explain why students need to be treated as individuals Identify some of the differences that students bring to the mathematics classroom Plan lessons more effectively to meet the needs of your individual learners Identify the different aspects within the classroom environment that affect learning Provide a classroom environment which enables learning
Subtopic #2: The Classroom Environment
Oct 17 23
Subtopic #3: Communicating Mathematics
Improve communication between yourself and your students Facilitate beneficial communication between students in your classroom Listen more and talk less
Feedback for assignment #1 to be posted by Oct. 17.
Oct. 24 - 30
Subtopic #4: Language in the Mathematics Classroom
Identify words that may cause students to be confused because of differences between their mathematical meaning and their everyday meaning Identify misuse of words in your own use of mathematical language Be more accurate in your use of mathematical language Write mathematical problems using clear and
Assignment #2 to be uploaded by Oct. 24 by 2:30 p.m. (Ja. Time) & 3:30 p.m. (E.C. time) Value: 10 %)
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ASSIGNMENT DUE DATE
unambiguous language Understand the difficulties students encounter in the use of mathematical language and written symbols and notation
Oct 31 Nov 6
Subtopic #5: The Role of Problem Solving in learning Mathematics
Demonstrate understanding of the role of problem solving in the learning of mathematics Understand the role of the teacher in the problem solving classroom Use problem solving in your classroom
10
Nov 7 - 13 Unit 4: Assessing the Occurrence of Learning Subtopic #1: Methods of Assessing Learning Understand a variety of ways of assessing learning Feedback for Assg. #2 to be posted by Nov. 7
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ASSIGNMENT DUE DATE
Assignment #3 to be uploaded by Nov.14 by 2:30 p.m (Ja. Time) & 3:30 p.m. (E.C. time) Value: 10 %)
11
Nov. 14 - 20
Subtopic #2: Diagnosis
Identify factors affecting understanding Diagnose the difficulties and misconceptions of learners
12
Nov 21 - 27
Subtopic #2 cont.:Diagnosis Prepare diagnostic tests Feedback for assignment #3 to be given by Nov. 28
13
Nov. 28 Dec. 4
Reflection Lessons Learned
Reflect on course and share lessons learned. Complete evaluation 3% will be awarded for participation in the discussion forum
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ASSIGNMENT DUE DATE
throughout the 13 weeks. 14 -15 Dec. 5 -18 Evaluation of Course Assignment #4 PROJECT to be submitted by Dec. 5 but 2:30 p.m. Ja time and 3:30 p.m. E.C. time Value: 40%
Feedback for Assignment #4 to be given by Dec. 19.
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ASSIGNMENT DUE DATE
COURSEWORK ASSIGNMENTS & GRADED ACTIVITIES

You are required to upload each assignment/graded activity on or before the due date of the assignment. You are to observe the word limit and failure to do so will attract a penalty. Late assignments may not be accepted and will also attract a penalty. You are expected to observe the APA style in writing. Also, you must attach a signed copy of the Undergraduate Course Work Accountability Statement to each assignment submitted. Penalty for Late Assignment For each day late, 10% or 1 mark (whichever is less) will be subtracted from your final mark.
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Assignment #1 (20%)
(a) In about 500 words and using relevant literature, discuss three major benefits students gain from doing and learning mathematics. (b) In your reading you have learned about instrumental understanding and relational understanding. In your own words, give a concise explanation of each in relation to mathematics. (c) Given a learning task, describe three behaviours you want students to display to show that they have attained understanding?
Due Mon. 3rd October 2011 at 2:30 p.m. (Ja. time) and 3:30 p.m. (E.C. time)
Rubric for Assignment #1
Questio n (a)
Criteria Three major benefits discussed Three major benefits thoroughly discussed Two major benefits thoroughly discussed One major benefit thoroughly discussed Use of Literature Literature is appropriate and adequate Literature is appropriate but not adequate Literature is not all appropriate and inadequate Literature used is not appropriate
Mark Awarded 3 x 2 marks 2 x 2 marks 1 x 2 marks 3 2 1 0
Maximum mark 6
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(b)
Types of Understanding Explanation of each type of understanding gives a true pictures of what it is Three behaviours Behaviours show a true reflection of how understanding is manifested Behaviours show a not so true reflection of how understanding is manifested Behaviours show only a slight reflection of how understanding is manifested Behaviours do not show any at all a true reflection of how understanding is manifested
2 marks each
(c) (i)
3x3 marks
3 x 2 marks
3 x 1 marks
3 x 0 marks
Mechanics: A few errors that do not distort the meaning of what is written A few errors that slightly distort the meaning of what is written 2 3 3
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A few errors that greatly distort the meaning of what is written Many errors that significantly distort the meaning of what is written 0 1
TOTAL
25
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General Guidelines for writing (APA format)

Your essay should be typed, double- spaced on standard- sized paper (8.5 x 11) with 1 margins on all sides. You should use 10 12 pt. Times New Roman font or a similar font.
Your paper should include three main sections: (i) The Cover Page that has the question, due date, your I.D. #, etc., (ii) The Main Body and, (iii) References Your reference list should be at the end of your paper and be put on a new page. Each source that you cited in the paper must be placed in your reference list and each entry in the reference list must be cited in the paper.
In-text citations must be properly done also the list of references at the end. For help you can visit the website:
http://owl.english.purdue.edu/owl/resource/560/01/
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THE UNIVERSITY OF THE WEST INDIES

Undergraduate Coursework Accountability Statement (To be completed by student) ACADEMIC YEAR: __________________ SEMESTER: _______________________________ COURSE CODE: _____________________ TITLE: ____________________________________ NAME: _____________________________ ID: _______________________________________ 1. I hereby certify that I am the author of the attached item of coursework and that all materials from reference sources have been properly acknowledged. 2. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism. [See UWI Examinations Regulations 97 (i)- (iv) and 103 (i) for both an explanation of plagiarism and the penalties.] 3. I certify that this paper contains no plagiarised material. 4. I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized collaboration) in its preparation. 5. I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to any other educational institution. 6. In the case of group work, I certify that the work that is the responsibility of each member of the group has been clearly indicated and that where no such indication has been given, I take the
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responsibility for the work as if it were the section of the paper for which I am solely responsible and that I have not collaborated with any members of the group to breach the Universitys regulations. . Signature Date
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CHILDREN LEARNING MATHEMATICS EDMA2213: Course Information.

Academic Year 2009/2010, Semester 1

The University of the West Indies OPEN CAMPUS

Course Code: Course Title: Credits: Prerequisite/s: Co-requisite: Academic Year:

Course Coordinators Expectation

Watson, A. What does it mean to understand something?

Skemp, R. The formation of mathematical concepts.

Mathematics Through Problem Solving

Important dates to keep in mind: Important Dates

Teaching Ends Examinations Begin Examinations End Semester Ends

COURSE TOPICS UNIT I

Oral Language in the Mathematics Classroom

DATES WEEK MAIN TOPIC

OBJECTIVES Students should be able to:

ASSIGNMENT DUE DATE

Value: 1% for full participation in orientation

DATES WEEK MAIN TOPIC

OBJECTIVES Students should be able to:

ASSIGNMENT DUE DATE

Subtopic #4: Learning related to Number & Space

DATES WEEK MAIN TOPIC

OBJECTIVES Students should be able to:

ASSIGNMENT DUE DATE

DATES WEEK MAIN TOPIC

OBJECTIVES Students should be able to:

ASSIGNMENT DUE DATE

Subtopic #2: The Classroom Environment

Subtopic #3: Communicating Mathematics

Feedback for assignment #1 to be posted by Oct. 17.

Subtopic #4: Language in the Mathematics Classroom

DATES WEEK MAIN TOPIC

OBJECTIVES Students should be able to:

ASSIGNMENT DUE DATE

Subtopic #5: The Role of Problem Solving in learning Mathematics

DATES WEEK MAIN TOPIC

OBJECTIVES Students should be able to:

ASSIGNMENT DUE DATE

Subtopic #2: Diagnosis

Reflection Lessons Learned

DATES WEEK MAIN TOPIC

OBJECTIVES Students should be able to:

ASSIGNMENT DUE DATE

Feedback for Assignment #4 to be given by Dec. 19.

DATES WEEK MAIN TOPIC

OBJECTIVES Students should be able to:

ASSIGNMENT DUE DATE

COURSEWORK ASSIGNMENTS & GRADED ACTIVITIES

Rubric for Assignment #1

Mark Awarded 3 x 2 marks 2 x 2 marks 1 x 2 marks 3 2 1 0

General Guidelines for writing (APA format)

THE UNIVERSITY OF THE WEST INDIES

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