Faculty of Education
The University of Western Ontario
Course Outline
Read Any Good Math Lately?
Teaching Mathematics through Children’s Literature
Online
Instructor:
Prof. George Gadanidis
Office: 2046A
Phone: 519-661-2111 x88682
Email: [email protected]
__________________________________________________________________________
Course Description:
The use of children’s literature as a starting point and context for teaching and learning mathematics in grades K8. Attention to the development of critical literacy skills and mathematical problem solving, and to number,
measurement, geometry, patterning and algebra, and data management and probability. Offered online.
Aims, Goals, Objectives, Outcomes:
This mathematics course is intended to:
• Introduce students to the use of mathematical literature in mathematics teaching
• Engage students in using a critical lens in relation to mathematics literature, and mathematics education in
general
• Engage students in exploring the link between a good math story and a good classroom math experience
• Engage students in collaboratively authoring mathematical literature
Course Content:
•
•
•
•
Critical literacy skills and mathematical problem solving
Exploration of mathematical ideas in selected children’s literature, across the curriculum strands
Writing a math story: The link between writing a good story and planning good math experience
Pedagogical issues in using children’s literature as a mathematical starting point.
Course Materials:
All required course materials will be available online.
Assignments and Other Course Requirements:
80% - Assignment 1 – Select one of Options A, B or C
• A brief description (100-150 words) of your planned assignment is due at the end of Module 1.
•
The assignment is DUE at the end of Module 3.
Assignment Options
•
Option A – Analysis of a children’s math story
Read any good math lately? •
•
o
Select a children’s math story.
o
Describe the plot of the story (250 words).
o
Discuss your story from (a) a math perspective (250 words), (b) a pedagogical perspective (250
words), and (c) a critical perspective (250 words).
o
Develop 1 lesson plan based on the story.
Option B – Authoring/analysis of a children’s math story
o
Write a children’s math story.
o
Discuss your story from (a) a math perspective (250 words), (b) a pedagogical perspective (250
words), and (c) a critical perspective (250 words).
Option C – Negotiated Assignment
o
Negotiate an alternate Assignment Option with the instructor.
20%-Course Participation (Contributions in online discussion)
This course requires that you participate online regularly and productively.
• DUE at the end of Module 1: A brief summary/assessment (100-150 words) of your online
participation in Module 1. Describe your participation and self-assess using the rubric below (do you fall
in the A, B, above A or below B category?)
• DUE at the end of Module 3: A brief summary/assessment (100-150 words) of your online
participation in Modules 2-3. Describe your participation and self-assess using the rubric below (do you
fall in the A, B, above A or below B category?)
The rubric below offers guidelines for online participation:
B
The student:
(75%) • Is polite and helpful
• Completes all online discussion assignments
• Shares ideas and personal experiences related to course content
• Comments meaningfully on the ideas posted by others
• Asks questions and shares ideas that add depth to the discussion.
• Expresses ideas clearly and concisely
• Participates regularly and consistently
A
In addition to the criteria listed above, the student:
(85%) • Engages creatively with mathematical and pedagogical ideas
• Helps move the discussion in new, interesting and meaningful directions
• Synthesizes ideas to identify discussion themes.
Read any good math lately? Policy Statements:
Attendance: The B.Ed. and Dip.Ed. programs are intense and demanding programs of professional
preparation in which students are expected to demonstrate high levels of both academic and
professional integrity. Such integrity is demonstrated in part by commitment to and attendance at all
classes, workshops, tutorials, and practicum activities. Read more about the Faculty’s attendance policy
at http://www.edu.uwo.ca/preservice/downloads/Attendance.pdf
Excused Absences: If you are ill, require compassionate leave, or must miss classes for religious
observance, your absence is excused; you will not be penalized but you are responsible for work
missed.
Unexcused Absences: If you wish to be absent for a reason other than illness, compassionate
leave, or religious observance, or feel you must be absent for another reason, your absence is
unexcused. You are responsible for the work you missed, and for any make-up work deemed
necessary. You may also pay a penalty for non-participation. Ongoing irregular attendance and
multiple unexcused absences will result in referral to the Associate Dean and a change in registration
status to conditional. Chronic absenteeism for any reason may provide grounds for withdrawal from
the program.
Language Proficiency: In accordance with regulations established by the Senate of the University, all
teacher candidates must demonstrate the ability to write clearly and correctly. Work which shows a lack
of proficiency in the language of instruction is unacceptable for academic credit, and will either be
failed or, at the discretion of the instructor, returned to the teacher candidate for revision to a literate
level.
Late Penalties: Normally, the only acceptable reasons for late or missed assignments are illness (for
which a doctor’s statement may be required) or extreme compassionate circumstances. Unexcused late
assignments will be penalized at a rate of 5 % per day, and will not be accepted more than 5 days after
the due date unless prior arrangements have been made with the instructor.
Statement on Academic Offences: Scholastic offences are taken particularly seriously in this
professional faculty. Teacher candidates should read about what constitutes a Scholastic Offence at the
following Web site: http://www.uwo.ca/univsec/handbook/appeals/scholoff.pdf
Plagiarism: Plagiarism means presenting someone else’s words or ideas as one’s own. The concept
applies to all assignments, including lesson and unit plans, laboratory reports, diagrams, and computer
projects. For further information, teacher candidates may consult their instructors, the Associate Dean’s
Office, and current style manuals. Advice about plagiarism and how to avoid it can also be found
on the Preservice website: http://www.edu.uwo.ca/preservice/downloads/Plagiarism%20Policy.pdf
Plagiarism-Checking:
a. All required papers may be subject to submission for textual similarity review to the commercial
plagiarism detection software under license to the University for the detection of plagiarism. All
papers submitted for such checking will be included as source documents in the reference database
for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the
service is subject to the licensing agreement, currently between The University of Western Ontario
and Turnitin.com (http://www.turnitin.com)
b. Computer-marked multiple-choice tests and/or exams may be subject to submission for similarity
review by software that will check for unusual coincidences in answer patterns that may indicate
cheating.
Read any good math lately? Accessibility:
The University of Western Ontario is committed to recognizing the dignity and independence of all
students and seeks to ensure that persons with disabilities have genuine, open and unhindered access to
academic services. Please contact me if you require course materials in an alternative format or if any
other arrangements can make this course more accessible to you. You may also wish to contact Services
for Students with Disabilities (SSD) at 661-2111 x 82147 for information about requesting academic
accommodation,
or
go
to
the
following
website:
http://www.westerncalendar.uwo.ca/2009/pg118.html” (If as an instructor you have any questions
about just what this statement means, about what is required of you in terms of academic
accommodations for students, or about what should be referred to SSD, please let me know. You
might
also
find
the
resources
at
the
following
site
helpful:
http://accessibility.uwo.ca/AODA/resources.htm)
Read any good math lately?