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EDCI 3540: The Development of Logico-mathematical Knowledge in Young Children Instructor: Laurie Lee Richter, PhD Emaillrichter@uno.edu Office hours: by appointment Phone: (504)4168112 Class meeting: Monday 5:00- 7:50 Course Description This course includes information on major theories and principles related to the development of early math literacy skills in grades PreK-3. It explores methods and materials for promoting early math literacy, develops logico-mathematical knowledge (discovering/constructing relationships as students try to make sense of their world), and techniques for integrating early math literacy concepts into themes, projects, play, and other learning experiences. This course includes 20 hours of field experiences. Students in initial certification programs (Undergraduate, Alt-cert; MAT) are required to enter both the location and number of field experience hours completed to meet the requirements of this course into Live Text (e-portfolio), as well as a designated assignment. This requirement must be completed to earn any credit aligned with field experience assignments. Candidates will also be required to document completion of a required number of field experience hours at various points in the program of study. The only documentation that will satisfy this requirement will be the data in the Live Text portfolio. Thus, it is critical that candidates record all field experience information. Required Text The Young Child and Mathematics, Second Edition. (2010) by Juanita V. Copley. Published by NAEYC (National Association for the Education of Young Children) and NCTM (National Council for the Teachers of Mathematics) ISBN 978-1-928896-68-5 Note that the second edition of this book comes with a DVD. It is the second edition that is required for this course. Eye on Math: A Visual Approach to Teaching Math Concepts (2013) by Marion Small. Published by Teachers College Press ISBN-978-0-8077-5391 Course Overview The College of Education and Human Development, University of New Orleans recognizes its mission to prepare professionals who practice in culturally diverse settings in metropolitan schools. This course is designed to facilitate disciplined reflective inquiry through the interaction of theory and practice. The early childhood profession is responsible for establishing and promoting standards of high-quality professional practice in early childhood programs. These standards must reflect current knowledge and shared beliefs in what constitutes high-quality,

developmentally appropriate early childhood education in the context within which services are delivered. Course Design This course is designed as a hybrid course meaning that it is a combination of an internet and a traditional classroom-based course. Most of your assignments will be completed on-line and class time will be devoted to field work and evaluation. Performance Objectives: NAEYC Standar d 1.a, 1.b 1.c 1.a 1.c 4.b 4.a 4.b 4.c 4.d IIIA 4) Demonstrate the ability to incorporate the development of key skills and concepts such as counting, recognition of shape and patterns, spatial sense, and early computation into daily routines and play. 5) Demonstrate the ability to integrate key skills and concepts into ongoing curricula themes and projects. 4.b 4.c 4.d 4.b 4.c 4.d 1 2 4 1 2 IA IIB IIIA IA IIB IIIA Crosses all Assignments Crosses all Assignments 1 2 IIB 1 II B IIIC IA Unit Standar d 1 State Standar d IA Related Readings and Assignments Crosses all Assignments

Objective

1)Demonstrate understanding of the development of logico-mathematical knowledge in young children 2) Design a math rich environment with a variety of materials to help children explore key concepts. 3) Demonstrate knowledge of a variety of instructional strategies to support the development of early math literacy skills among young children.

Crosses all Assignments

Crosses all Assignments

6) Orchestrate various contexts and ways in which children engage in mathematical experiences, such as whole group, small group, individual instruction, and project teams. 7) Develop authentic forms of assessment and use them to inform daily planning.

1.a 4.b 4.c 4.d 3.a 3.b 3.c

1 2

IIA IIB IIIB

Crosses all Assignments

1 6

IIID

Crosses all Assignments

8) Provide families with activities to foster childrens math literacy development in the home environment.

2.b 2.c 3.d

1 3 5 6

VB

Crosses all Assignments

9) Incorporate National and Louisiana Content standards related to math into curricula.

4.d 5.b 5.c 5.d

IA

Louisiana State Board of Education Website

Math Standards

The aforementioned course objectives align with the following National, State, and Unit Standards NAEYC Standard and Key Elements 1. Promoting Child Development and learning 1.a Knowing and understanding young childrens characteristics and needs 1.b Knowing and understanding the multiple influence on development and learning 1.c Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments 2. Building Family and Community Relationships

2.a Knowing about and understanding family and community characteristics 2.b Supporting and empowering families and communities through respectful, reciprocal relationships 2.c Involving families and communities in their childrens development and learning 3. Observing, Documenting and Assessing to Support Young Children and Families 3. a Understanding the goals, benefits, and uses of assessment 3. b Knowing about and using observations, documentations, and other appropriate assessment tools and approaches 3. c Understanding and practicing responsible assessment 3. d Knowing about assessment partnerships with families and other professionals 4. Teaching and Learning 4. a Knowing, understanding, and using positive relationships and supportive interactions 4. b Knowing, understanding and using effective approaches, strategies, and tools for early education 4.c Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines 4.d Using own knowledge and resources to design, implement, and evaluate meaningful challenging curriculum to promote positive outcomes 5. Becoming a Professional 5.a Identifying and involving oneself with the early childhood field 5.b Knowing about and upholding ethical standards and other professional guidelines 5.c Engaging in continuous learning to inform practice 5.d Integrating knowledgeable, reflective, and critical perspectives on early education 5.e Engaging in informed advocacy for children and profession

Unit standards Roles of Teachers

1 2 3 4 5 6

Design and deliver instruction Manage time, tasks, and environments Advocate for children, services, and supports Use inquiry to inform practice Collaborate to support group practice Improve classroom and system practice

State standards - Louisiana Components of Effective Teaching IA II A II B II C The teacher plans effectively for instruction The teacher maintains an environment conducive to learning The teacher maximizes amount of time available for instruction The teacher manages learner behavior to provide productive learning opportunities The delivers instruction effectively The teacher presents appropriate content The teacher provides opportunities for student involvement in the learning process The teacher demonstrates ability to assess and facilitate student academic growth The experienced teacher plans for professional self-development The new teacher plans for professional self-development The teacher takes an active role in building-level decision making The teacher creates partnerships with parents/caregivers and colleagues

III A III B III C

IIID

IV A IV B VA VB

Course Policies This class will follow all university policies. Dropping the Course: If you choose to drop this course, you must follow the proper procedures. Attendance Statement: Attendance will be taken. Students missing more than 1 on-site class will lose a full letter grade. Communication/Contacting Instructor: E-mail communication with students will be made through UNO e-mail addresses only. My cell number is 504-416-8112. Please feel free to contact me if you have any questions or problems by either phone or email. Written Assignments Use Microsoft word to complete all of your assignments.All written assignments need to be prepared in APA format. Minimally this includes the following: typed, double spaced, 12 point Times New Roman font, and the first word indented in each paragraph and 1 inch margins. Please insert page numbers at the top right corner. All assignments must include the following elements in the heading: Name, class number, title of assignment, and date. Late Assignments All assignments are due on time, and will be promptly returned with appropriate feedback. Late assignments will only be accepted for one week after the original due date and a letter grade will be deducted prior to review. This late policy applies only to the Math Experiences Portfolio assignment. No other exceptions will be allowed. Academic Integrity Statement: Academic integrity is fundamental to the process of learning and evaluating academic performance. Academic dishonesty will not be tolerated. Academic dishonesty includes, but is not limited to, the following: cheating, plagiarism, tampering with academic records and examinations, falsifying identity, and being an accessory to acts of academic dishonesty. Refer to the UNO Judicial Code for further information at http://www.uno.edu~stlf/olicy%Manual/judicial_code_pt2.htm Office of Disabilities Statement:

The Office of Disability Services (ODS), in conjunction with the Office of Academic Affairs campus wide administrative policy regarding the accommodations of students with disabilities, has two primary objectives: 1) to ensure compliance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) in regard to equal access for qualified students to academic programs; and 2) to uphold the academic integrity of UNO. When these two objectives are met, those students who qualify for services based on clear, comprehensive, and relevant documentation will receive those services or academic modifications for which they are legally entitled. ODS is considered the University's designated office for determining eligibility for services, reviewing and maintaining documentation, and recommending appropriate accommodations. Students, however, do not have to register with ODS in order to advocate for disability related accommodations. For those instructors who have students with disabilities who choose not to register for services with ODS, and who request academic accommodations, ODS is available as a resource to verify eligibility and recommend appropriate accommodations. Live Text: Students enrolled in courses with field experiences will be required to upload demographic information and artifacts related to field experiences into Live Text. Uploading this information is the responsibility of the individual student and should occur throughout the semester with all required information entered one week after the last field experience of the semester. This course provides twenty hours of field experience. Please use Dr. Kieff as the instructor for the purposes of live text. Professionalism: It is also extremely important that you conduct yourself in a professional manner at all times. Class participation/cooperation includes attendance, appropriate attitudes, professionalism, responsiveness and involvement. Assessment of your level of professional conduct will be at the instructors discretion. Classroom Conduct: Students are expected to fully participate in all classroom activities, and come to class prepared to discuss assigned material. Class will begin promptly, and all students are expected to be ready to begin. ASSIGNMENTS: Discussion Board: 8 @ 10 points each for a total of 80 points

Post your responses to the topic presented no later than 5pm on Monday of the week in which it is due. In order to receive full credit you must also post a response to at least 2 other classmates. Posts that are not received Monday at 5 pm will not receive any credit. Chapter Reflections: 7 @ 10 points each for a total of 70 points Review the chapter carefully and then answer the questions posted in Moodle. Due each week by Monday at 5pm No late work will be accepted for Chapter reflections Post in Moodle

Math Classroom Experiences Portfolio: The objective for this experience is for you to apply what we are discussing and reading in class. Specifically: 1. How math is incorporated in many activities both in and out of early childhood classrooms that may not traditionally be considered math lessons. 2. How to carefully observe and listen to children to understand their informal and intuitive mathematical knowledge so that you can plan more effective lessons. 3. How to guide and support exploration and discovery of learning with young children. This assignment will be the culmination of all that you have learned in this class and will give you an opportunity to showcase your work. The Portfolio will include the following: Part One Observation Phase : Classroom Observations: Demographics 20 PointsDescribe the classroom setting, type of curriculum, schedule, philosophy, and any other demographic information that is available. Include copies of the schedule, philosophy, guidance policy, etc. Describe the Math learning opportunities that are available in this classroom. This would include, any planned activities, or materials that you observe. Part Two Planning Phase: Math Activity plans: 40 points Use the required text, Eyes on Math by Marian Small to select 10 activities that would be appropriate for the children in the classroom you have selected. List the activities you have selected and any materials you think you might need to implement the activity. Describe why you think these activities are developmentally appropriate (DAP) why you think they are well suited to the particular children in the class

why you think they are well suited to this particular age group why you think they are well suited to the social and cultural context of this classroom Tie your activity plan to the Louisiana Department of Education Common Core standards

Part Three Implementation Phase: Implementation of Math Activity Plans: 50 pointsAll ten of the activity plans that you select for this project will need to be implemented with young children in a classroom setting. In this section of the portfolio: Describe this implementation (what actually happened when you implemented the activity?) Describe what the children learned Include a description of any adaptations you incorporated to suit the unique needs of the children

Part Four: Analysis Phase Math Classroom Experiences Portfolio Reflection 40 points Describe your experiences with this project from creation of the lesson plans to implementation in the classroom. Explain how you felt about Math prior to beginning this project Describe how you changed as a result of implementing the activities. Include a discussion of what you learned and how your teaching practices will be affected.

Class Presentation: 100 Points Prepare a 10 minute overview of your portfolio to share in class that summarizes your Portfolio and experiences with Math instruction. See Rubric for details on requirements. EDCI 4545G Only: Graduate Assignment 100 Points Section One: Design a mathematics learning center 25 Points Include: 1-Diagram of the center with labels depicting each item in the layout of the furnishings 2-List of materials

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Section Two: Application Creation of Lesson plans( 5 Total plans) 45 Points 2 Individual Lesson Plans: You will Design 2 lessons that you will implement with just one child 2 Small Group lesson plans: You will Design 2 lessons that you will implement with a small group of 3 or 4 children 1- Large Group lesson plans: You will Design 1 full group lesson plans that you will implement with the entire class Section Three: Analysis 30 points Describe how you will use the lesson plans in the learning center that you created for this assignment Include a description of the following: Ways in which you will vary the materials to encourage new and different math exploration Ways in which you will encourage the children to explore on their own Ideas for peer scaffolding Plans for children with special needs Your plans for balancing teacher and child-directed activities within the learning center

EDCI 3540 Grading: 8 Point Scale 400 total Points A- 200-368 B- 367-335 C- 334-303 D- 302-270 Less than 269 -F EDCI 4545 Grading: 8 point Scale 500 total points A- 500-460 B- 459-419 C- 418-378 D- 377-337

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Less than 336- F

Tentative Class Schedule: EDCI 3540/EDCI 4545G Date 1/14 Topic Intro to Class Reading Assignment Common Core Common Core Standards State of Louisiana: http://www.doe.state. la.us/topics/common_ core.html Video Segment You Tube Video Due Dates Discussion Board #1

Math is Magic http://www.youtube.com/w atch?feature=player_detail page&v=E91gAjunqOM#t =239s

1/21 1/28

Martin Luther King holiday Identification of Field Site location Intro and Being Intentional Video Segment Discussion Board #2

2/4 Focus on the Child and a Teaching Framework for success Criteria and Math Mardi Gras Holiday Math Processes and ECE

Ch 1 Ch 2

Chapter 1 Reflection Chapter 2 Reflection

2/11 2/18

CH 3

Planning Curriculum to Achieve Important

Discussion Board # 3 Chapter 3 Reflection

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Mathematical Goals Video

2/25

Number and Operations

CH 4

Teaching to Enhance Development and Learning of Mathematics Watch: Transformations, Block Towers, and Block Play

Discussion Board # 4 Chapter 4 Reflection

3/4

Pattern Functions and Algebra

CH 5

Teaching to Enhance Development and Learning of Mathematics: Watch Baby and Blocks, Wheres the Bear? ,and How Big is the Room?

Discussion Board # 5 Chapter 5 Reflection

3/11

Assessing Childrens Development and Learning of Mathematics and Concluding Remarks Watch: Number Patterns, Look Make Fix, and The Snake Game

Part One: Observation Phase

3/18

Assessing Childrens Development and Learning of Mathematics and Concluding Remarks Watch: Estimating Quality Concluding Remarks

Part Two: Planning Phase Math Activity Plan

3/25 4/1 4/8

4/15

Spring Break Geometry and Spatial sense Class Presentations 3540 Class Presentations

CH 6

Discussion Board # 6 Chapter 6 Reflection Part Three : Implementation Phase Discussion Board # 7 Chapter Reflection # 7

Measurement Data analysis

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4545

CH 7 CH 8

Graduate Projects Due Part Four: Analysis Phase Reflection Discussion Board # 8

4/22

4/29

Class Presentations 3540 Class Presentations 4545

5/6

Rubric: In Class Presentation Name:____________________________________________

14 Plan for a 10-15 minute presentation to the entire class that includes the following: _______5 POINTS: Description of the Common Core Standard your activity addresses and why you think this is a relevant and important topic

_______5 POINTS: Describe how your Portfolio is developmentally appropriate

______25 POINTS: Present one of your activity plans

_______25 POINTS: Demonstrate how materials were used to implement the lesson ( Bring these materials to class to share with the class

________30 POINTS: Present the results of assessment for 1 of your students.

_________10 POINTS: Based on assessment results, describe your immediate plans to adjust/adapt your initial planning, implementation, and assessment Comments: __________________________________________________

Total Score: ______________________/ 100 possible points