University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2107 (Fall 2010)
Subject Area - Course Number: EDUINDP 449
Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters)
Mathematical Concepts Development in Early Childhood Education
25-Character Abbreviation:
Sponsor(s):
Simone DeVore, Robin Fox, Ruth Whitmore, and Susan Kidd
Department(s):
Special Education and Curriculum & Instruction
College(s):
Education
Consultation took place:
NA
Yes (list departments and attach consultation sheet)
Departments: Curriculum & Instruction /
Special Education/Math Department
Programs Affected:
Early Childhood Education (dual licensure)
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
Prerequisites:
will be at future meeting
Admission into Early Childhood Education major
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location
College:
Education
Dept/Area(s): EDUINDP
Instructor:
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education
in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
3
Total contact hours:
Total lecture hours:
48 hrs.
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
No of times in degree:
Revised 10/02
No of credits in major:
No of credits in degree:
1 of 7
48 hrs.
Proposal Information: (Procedures can be found at http://acadaff.uww.edu/Handbook/Procedures-Form3.htm)
Course justification: Future early childhood educators must be grounded in teaching content areas
including math. Currently, students acquire skills primarily related to literacy and integrated curriculum.
Pedagogical knowledge about children’s development of math and scientific thinking processes is
lacking. The new course will support research evidence that young children who acquire critical math
concepts during early years develop more solid skills and fewer gaps later on.
Relationship to program assessment objectives: As a dual licensure major, the early childhood
education program has the mission to prepare future early childhood regular and special educators to
teach children ages zero through eight years. Based on assessments of student teachers by cooperating
teachers, the faculty found that student teachers often experience gaps in their ability to teach math and
science. Cooperating teachers shared with us that students needed better knowledge about how to
integrate math and science curriculum across various subject areas.
Budgetary impact: None
Course description: (50 word limit)
Students learn how to assess mathematics skills young children ages 0 through 8 years develop and
identify instructional strategies that support children’s engagement in mathematical thinking. Students
observe and reflect on individual children’s approaches to mathematical thinking and prepare and
implement integrated lessons for children in community and school settings.
If dual listed, list graduate level requirements for the following:
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus: See attached syllabus.
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two
pages in length.)
Danoff-Burg, J.A. 2002. Be a bee and other approaches to introducing young children to entomology.
Young Children 57 (5): 42–47.
Eisenhauer, M. J. & Feikes, D. (2009). Dolls, blocks, and puzzles: Playing with mathematical
understandings. YC Young Children (64) 3: 18-24.
Ethridge, E. A. & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning
the curriculum. Early Childhood Education Journal 32 (5): 291-6.
Geist, E. (2009) Children are born mathematicians. Upper Saddle River, NJ: Pearson Education Inc.
Kilday, C. & Kinzie, M. (2009). An Analysis of instruments that measure the quality of mathematics
teaching in Early Childhood. Early Childhood Education Journal 36 (4): 365-372.
Lahaie, Claudia (2008). School readiness of children of immigrants: Does parental involvement play a
role? Social Science Quarterly (Blackwell Publishing Limited) 89 (3): 684-705
Revised 10/02
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Main, E.D. 1984. Science and creative writing: A dynamic duo. Science and Children 21 (4): 24–26, 99–
100.
Missouri Department of Elementary and Secondary Education (2002). Project Construct: The Early
Childhood Framework for Curriculum and Assessment, 2nd ed., Project Construct National Center.
Columbia: Missouri Department of Elementary and Secondary Education, 57–61, 72–75.
Neuman, S. & Roskos, K. (2008). Nurturing Knowledge: Building a Foundation for School Success by
Linking Early Literacy to Math, Science, Art, and Social Studies. New York: Scholastic.
Rudd, L. A., Lambert, M., Satterwhite, M. & Zaier, A. (2008). Mathematical language in early childhood
settings: What really counts? Early Childhood Education Journal 36 (1): 75-80
Sarama, J. & Clements, D. H. (2003). Building blocks of early childhood mathematics. Teaching
Children Mathematics 9 (8) (April): 480-4.
Sawyers, K. & Hutson-Brandhagen, J. (2004). Music and math: How do we make the connection for
preschoolers? Exchange 158 (July/August): 46-9.
Schweinhart, L. J., & Weikart, D. P. (1997). The High/Scope preschool curriculum comparison study
through age 23. Early Childhood Research Quarterly, 12, 117–143.
Seo, Kyoung-Hye & Bruk, S. J. (2003). Promoting young children's mathematical learning through a new
twist on homework. Teaching Children Mathematics (10) 1: 26-31.
Shepard, L. A., Kagan, S. L., & Wurtz, E. (Eds.). (1998). Principles and recommendations for early
childhood assessments. Washington, DC: National Education Goals Panel.
Shepardson, D.P. 2002. Bugs, butterflies, and spiders: Children’s understandings about insects.
International Journal of Science Education 24 (6): 627–43.
Stipek, D. J., Feiler, R., Byler, P., Ryan, R., Milburn, S., & Salmon, J. M. (1998). Good beginnings: What
difference does the program make in preparing young children for school? Journal of Applied
Developmental Psychology, 19, 41–66.
Stein, M., S. McNair, & J. Butcher. 2001. Drawing on student understanding: Using illustrations to
invoke deeper thinking about animals. Science and Children 38 (4): 18–22.
Van deWalle, J. & Lovin, L.A. (
) Teaching student-centered mathematics grades K-3.
Wirag, D.R. 1997. Share your bench with a bug: Teachers’ attitudes toward science and nature influence
students’ perceptions. Science and Children 35 (3): 24–25.
Wohlhuter, K.A. & Quintero, E. (2003). Integrating mathematics and literacy in Early Childhood Teacher
Education: Lessons learned. Teacher Education Quarterly 30 (4): 27-38.
Notes:
1. Contact the Registrar's Office (x1570) for available course numbers. A list of subject areas can be found at
http://acadaff.uww.edu\Handbook\SubjectAreas.htm
2. The 15 and 25 character abbreviations may be edited for consistency and clarity.
3. Please submit electronically when approved at the college level - signature sheet to follow in hard copy.
Revised 10/02
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M AT H EM A TI C AL C ON C E PT S D E V EL O PM EN T IN E AR LY C H IL D H OO D ED U CA TI ON
E D U I N D P 4 49 (3 U N I T S )
Instructor:
Class Location:
Meeting Times:
Office Hours:
Tel:
E-Mail:
I.
Course Description
Students learn how to assess mathematics skills young children ages 0 through 8 years develop and
identify instructional strategies that support children’s engagement in mathematical thinking. Students
observe and reflect on individual children’s approaches to mathematical thinking and prepare and
implement integrated lessons for children in community and school settings.
II.
Learning Goals (LG) for Students and Compliance with Professional Knowledge and Skills
Students will demonstrate the following knowledge and skills:
1. Understand mathematical concepts that children ages 0 through 8 years
discover and learn
2. Understand instructional strategies and guidelines that encourage young
children’s discovery of mathematical processes
3. Know how to observe and assess children as they engage in and demonstrate
mathematical problem solving and skills development
4. Review current mathematics curricula and adapt for various classrooms or
programs using a variety of learning formats
5. Design mathematics learning activities for one to two weeks which provide
opportunities for mathematical problem solving embedded in naturally
occurring routines and subject areas including play, art, outdoor activities,
music, reading, writing, science, and social studies
6. Write individualized lessons and learning activities for children whose
mathematical processing skills are advanced and those who require
individualized opportunities for skills practice
7. Reflect on the effects that different classroom structures have on the teacher’s
ability to differentiate instruction
8. Reflect on the effects that various home and school based instructional
approaches have on children’s abilities to discover and learn new mathematical
concepts
III.
WTS and
CEC/EC
1, 2
NAEYC
Standards
4 b, c, d
4
4 b, d
8
3
3, 4
1, 2, 4 b, d
7, 10
1-4
3, 4, 7
1-4
4, 5
1-4
4, 7, 10
1-4
Course Format
Students progress through the course by attending in class and online instructional sessions that include
brief lectures and discussions. They acquire content through readings and assignments some of which
are applied in the field. Students design lessons that encourage children’s engagement in mathematical
thinking processes and reflect on children’s learning outcomes.
IV. Course Materials
Geist, E. (2009). Children are born mathematicians. Upper Saddle River, NJ: Pearson Education Inc.
Revised 10/02
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V.
Learning Activities and Projects
Learning Activities
Observation of a math
lesson in a primary
classroom
Design of a mathematical
activity
Design of a classroom
layout
Development of a unit for
infants and toddlers
Development of a set of
guidelines for families of
children in various age
groups
Development of a
differentiated math unit;
one lesson is taught to the
class
VI.
Rationale and Learning Goals
Students reflect about the extent to which seven
guidelines for treating children as mathematicians
were used and write ideas for possible changes.
(LG 2, 3)
Students analyze similarities and differences of
behaviorist, constructivist, and social-constructivist
developmental/pedagogical theories. Groups work
with various age groups. (LG 1)
Students explain how the classroom layout they
designed facilitates the teaching of math. (LG 7)
Students design a one week unit that supports the
mathematical concepts development for infants and
toddlers. They include WI EL Standards, describe
procedures, and an approach to assess and expand the
individual activities. (LG 5, 6)
Students prepare a set of ideas and guidelines on how
to incorporate functional mathematics into home
routines. They create a Q & A based on what families
might ask. (LG 5, 8)
Students develop a series of learning activities that
integrate math concepts into a two week unit.
Students use questioning techniques and feedback
loops rather than affirming right answers to help
children acquire mathematical thinking goals (LG 4, 5,
6, 7)
Due Date
Assessment and Grading
Learning Activities
Observation of a math lesson in a primary classroom
Design of a mathematical activity
Design of a classroom layout
Development of a unit for infants and toddlers
Development of a set of guidelines for families of
children in various age groups
Development of a differentiated math unit; one
lesson is taught to the class
Attendance and participation
Weight
10%
10%
10%
20%
10%
Total
100%
30%
10%
Grading Scale
A = 94-100%
A- = 90-93%
B+ = 87-89%
B = 84-86%
B- = 80-83%
C+ = 77-79%
C = 74-76%
C- = 70-73%
D+ = 67-69%
D = 64-66%
D- = 60-63%
F = 0 (59% and below)
VII. Course Schedule
Topics
Week 1
Overview of course
Activity in class
Week 2
Revised 10/02
Readings Due
Syllabus
Children and Mathematics: A
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Assignments and How to Turn in
Write down problem solving
strategies chosen for activity and
hand in at the end of class
Emergent mathematics
Week 3
Viewing young children as
mathematicians
Week 4
Understanding ourselves as
reflective teachers
Week 5
Understanding children’s
development
Week 6
Understanding diversity
among learners
Week 7
Strategies for creating a childcentered learning
environment
Week 8
Mathematics embedded in
routines and subjects
Week 9
Planning integrated lessons
Week 10
Math concepts - infants and
toddlers
Week 9
Emergent mathematics
Natural Combination (textbook
chapter 1)
Article
Building a Knowledge Base and
Learning to Reflect (chapter 2)
Review of curriculum guides
handed out the week before
Diversity, Equity, and Individualized
Instruction (chapter 3)
Creating a Constructivist Classroom
(chapter 4)
Design of a mathematical activity
integrating cultural and linguistic
differences
Dropbox to D2L
Design of a classroom layout
Completed in class
Integrating Mathematics
(chapter 9)
Research articles
e.g. Danoff-Burg, J.A. (2002). Be a
bee and other approaches to
introducing young children to
entomology. Young Children 57 (5):
42–47.
Infants and Toddlers (chapter 5)
Bring articles to class focusing on
integrated learning activities and
lessons
Article
Development of a unit for
infants and toddlers
Dropbox to D2L
Week 10
Preschool learners and
mathematics
Week 11
Learners in Kindergarten
Preschool Age (chapter 6)
Week 12
Learners in 1st grade
Week 13
Learners in second and third
grades
Week 14
Kindergarten and First Grade
(chapter 7)
Second and Third Grade
(chapter 8)
Article
Development of a set of
guidelines for families of children
in various age groups
Integrating Mathematics
(chapter 9)
Week 15
Presentations of lessons
Revised 10/02
Observation of a math lesson in
a primary classroom
Dropbox to D2L
Development of a differentiated
math unit; one lesson is taught
to the class
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Final Week
VIII. College of Education
a. Conceptual framework
Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our
teacher preparation program at UW-Whitewater that gives conceptual meanings through an articulated
rationale to our operation. It also provides direction for our licensure programs, courses, teaching,
candidate performance, faculty scholarship and service, and unit accountability. In short, our teacher
education program is committed to reflection upon practice; to facilitation of creative learning
experiences for pupils; to constructivism in that all learners must take an active role in their own
learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and
assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to
these underlying principles.
b. Code of ethics
Your professional and personal conduct in this course should reflect your professional association’s code
of ethics including such standards as maintaining the confidentiality of children, families, and your
colleagues. The Early Childhood Staff supports the code of ethics published by NAEYC, CEC and DEC. In
this class students will be treated as professionals and it is expected that they act as professionals in the
field in accordance with the codes of ethics published by:
 National Association for the Education of Young Children: Code of Ethical Conduct
 Council for Exceptional Children: CEC Code of Ethics for Educators of Persons with
Exceptionalities
 Division for Early Childhood: Code of Ethics
IX.
University Policies
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory
learning environment. It is the responsibility of all undergraduate and graduate students to familiarize
themselves with University policies regarding Special Accommodations, Academic Misconduct,
Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for
details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the
Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services
sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter
14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
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