Mathematics and Technology for Teachers I and II
This course will place strong emphasis on students’ own understanding of mathematics as directly related to the mathematics that they will be teaching in early childhood and elementary school classrooms. The course will have four foci. The first is exposure to the students’ development of algebraic thinking and geometric reasoning through their own integrated study of algebra, geometry, and trigonometry. Students will problem solve and write about the metacognitive processes involved in these mathematical experiences. Patterns and functions will serve as the lenses through which students will examine connections and applications of the topics to the early childhood and childhood school curricula. The second focus is the development of an understanding of the content, concepts, computation, and teaching and learning strategies of mathematics in schools. Emphasis will be placed on the NCTM Standards and the New York State Common Core Standards; constructivist teaching and learning; inquiry-based learning; problem solving; and mathematical reasoning, connections, and communication. Students will be exposed to techniques in differentiating instruction that addresses learning differences, learning disabilities, and the special needs of English language learners, as well as ways to identify tasks that challenge and augment mathematical understandings. The use of technology as an integral support for the understanding and application of mathematics is the third focus. We will consider technology to consist of all the tools used to support understandings in teaching and learning. We will use programs in the College’s electronic classrooms. In addition to assessing and viewing software, students will create mathematical materials, learn to use a spreadsheet to collect and organize data, and investigate software directly related to their college-level study of algebra, geometry, and trigonometry. The fourth focus of the course is the study and development of mathematics assessment and testing. Students will develop a math portfolio that represents their own mathematical learning and contains the materials that they have created and gathered throughout the course. In addition, students will write a conference paper that focuses on either early childhood or childhood education, depending on the area of certification that they seek. Students seeking dual certification in Early Childhood/Childhood Education will complete conference work and write conference papers for both certification areas each semester.