EDUEYP6 - Integrated Mathematics and Science II in Primary - Pre-Service Early Years/Primary Postgraduate Diploma in Education - LibGuides at Emirates College for Advanced Education

Ebooks

Elementary and Middle School Mathematics: Teaching Developmentally by By: John A. Van de Walle , Karen Karp , John Van de Walle , Karen S. Karp , Jennifer Bay-Williams
ISBN: 9781292331393
Elementary and Middle School Mathematics: Teaching Developmentally illustrates how children learn mathematics, and then shows pre-service teachers the most effective methods of teaching PreK-8 math through hands-on, problem-based activities.
Student Voice in Mathematics Classrooms Around the World by Berinderjeet Kaur (Volume Editor); Glenda Anthony (Volume Editor); Minoru Ohtani (Volume Editor); David Clarke (Volume Editor); David Clarke (Volume Editor)
ISBN: 9789462093485
Publication Date: 2013-01-01
"We highly recommend this volume to readers. . . A wonderful book that includes a set of chapters to focus on a unique yet important topic, student voice. . . presents the mathematics education community with another important contribution to what we can learn about students' learning experience through their voice, from classrooms around the world. . . this volume has not only focused on the unique and important topic of student voice but also helped us to gain more insights about classroom instruction around the world. "--Educational Studies in Mathematics The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners' practice with at least the same priority as that accorded to the teachers' practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner's Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory.
Visible Learning for Mathematics, Grades K-12 by Douglas Fisher; Nancy Frey; Linda M. Gojak; Sara Delano Moore; William Mellman; John Hattie
ISBN: 9781506362946
Publication Date: 2016-09-30
Selected as the Michigan Council of Teachers of Mathematics winter book club book!Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it's not about which one--it's about when--and show you how to design high-impact instruction so all students demonstrate more than a year's worth of mathematics learning for a year spent in school.That's a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie's synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase:When--through carefully constructed experiences--students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings.Deep learning phase: When--through the solving of rich high-cognitive tasks and rigorous discussion--students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency.Transfer phase:When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Mathbrings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.

Course Resources

Facilitating Metacognition in the Primary School Through Teacher-Pupil Interactions

Creating an environment that supports metacognition

Role of metacognition in solving scientific and mathematical problems in primary schools

Metacognition and pupil wellbeing

Week 1

Required Reading

Austin E., S., McGee C., M., & Legnard, D. (2003). Mathematical mind journeys: Awakening minds to computational fluency. Teaching Children Mathematics, 9(8), 486-493.

Recommended Readings

Chwee, B. L., Teo, T., & Bergin, D. (2009). Children's use of metacognition in solving everyday problems: An initial study from an Asian context. Australian Educational Researcher (Australian Association for Research in Education), 36(3), 89-102. https://doi.org/10.1007/BF03216907
Perry, J., Lundie, D., & Golder, G. (2018). Metacognition in schools: What does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), 483-500. https://doi.org/10.1080/00131911.2018.1441127

Week 2

Dialogue and Thinking Together in Primary Science and Mathematics Settings

Cooperative learning in primary science and mathematics lessons

Teachers’ role in facilitating class discussions

Required Reading

Smith, M. S., Hughes, E. K., Engle, R. A., & Stein, M. K. (2009). Orchestrating discussions. Mathematics Teaching in the Middle School, 14(9), 548-556.

Recommended Reading

Cao, Y., Guo K., Ding L., Mok I. A. C. (2013) Students at the front. In: Kaur B., Anthony G., Ohtani M., & Clarke D. (eds.). Student voice in mathematics classrooms around the world. Learner’s perspective study. Sense Publishers. https://doi.org/10.1007/978-94-6209-350-8_4

Week 3

Visible Thinking Routines

Innovative Pedagogies

Teaching place value using visible thinking routines

Assessment as/for/of learning of whole numbers

Required Readings

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics: Teaching developmentally (10th ed.). Pearson.

(Chapter 10)

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 5)

Recommended Reading

Olson, J. C. (2007). Developing students’ mathematical reasoning through games. Teaching Children Mathematics, 13(9),

464–471. https://doi.org/10.5951/tcm.13.9.0464

Week 4

Using Representations for Teaching and Learning in Mathematics and Science

Using representations in problem-solving

Required Reading

Özsoy, G. (2018). Pre-service teachers’ use of visual representations. International Electronic Journal of Elementary Education, 11(1), 49-54.

Recommended Reading

Carolan, J., Prain, V., & Waldrip, B. (2008). Using representations for teaching and learning in science. Teaching Science (Deakin West, A.C.T.), 54(1), 18-23.

Pre-service teachers' use of visual representations

Week 5

Problem-Solving and Conceptual Learning

Types of addition and subtraction problems

Solving arithmetic word problems and the role of metacognition in solving problems

Required Reading

She, X. & Harrington, T. (2021). Teaching word-problem solving through tape diagrams. Mathematics Teacher: Learning and Teaching PK-12, 115(3), 170-182.

Recommended Reading

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics (10^th ed.). Pearson. (Chapter 8)

CHAPTER 8 Developing Meanings for the Operations

Week 6

Implementation of inquiry in context-based science teaching for pre-service teachers

Using the 5Es to practice scientific inquiry to:

Develop concepts of insulation and global warming
Develop scientific views of food chain

Required Readings

Penn, M., Ramnarain, U., Kazeni, M., Dhurumraj, T., Mavuru, L., & Ramaila, S. (2021). South African primary school learners’ understandings about the nature of scientific inquiry. Education 3-13, 49(3), 263-274. https://doi.org/10.1080/03004279.2020.1854956
Quinn, F., Elliott, S., Taylor, N., & Littledyke, M. (2015). Education for sustainability in primary science education. In F. Quinn, S. Elliott, & N. Taylor (Eds.), Educating for sustainability in primary schools (pp. 89-119). Sense Publishers.

Recommended Reading

Wing Mui, W. S., & Ngai Ying, F. C. (2011). Creating a collaborative science learning environment for science inquiry at the primary level. Asia-Pacific Education Researcher (De La Salle University Manila), 20(3), 559-569. https://ezproxy.ecae.ac.ae/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70257875&site=eds-live&scope=site

Week 7

Children’s Voice in Primary Science and Mathematics Settings

Invented addition and subtraction strategies

Assessment as/for learning of addition and/or subtraction

Required Readings

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics (10^th ed.). Pearson. (Chapter 9 & Chapter 11)

Recommended Reading

Pandolpho, B. (2018). Putting students in charge of their learning. https://www.edutopia.org/article/putting-students-charge-their-learning
Wees, D. (n.d.). 56 different ways to gather evidence of student achievement. Retrieved from https://docs.google.com/presentation/d/nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?slide=id.p

Week 8

Technology integration of pre-service teachers for primary Mathematics and science settings

Using ICT strategies and examining preservice teachers' levels of TPACK

Required Readings

Chai, C. S., Koh, J. H. L., Tsai, C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007
Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357-370. https://doi.org/10.1111/bjet.12565

Recommended Reading

Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93.

Week 9

Connected Learning in Primary Mathematics and Science Settings

Connections within a discipline: Example of multiplication and division

Connections between multiple disciplines

Required Reading

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics (10^th ed.). Pearson. (Chapter 8)

Chapter 8

Recommended Readings

Roscoe, M. B. (2021). Using tile farm to support emerging multiplication. Mathematics Teacher: Learning and Teaching PK-12, 114(7), 518-527.
Gojak, L. M. (2013, October 3). Making mathematical connections. https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Making-Mathematical-Connections/.

Week 10

Assessment Informed Teaching and Learning in Primary Mathematics and Science Settings

Data-based decision-making and assessment for learning

Practical examples from geometry and science

Required Reading

Kippers, W. B., Wolterinck, C. H., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018). Teachers' views on the use of assessment for learning and data-based decision making in classroom practice. Teaching and Teacher Education, 75, 199-213. https://doi.org/10.1016/j.tate.2018.06.015

Recommended Reading

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics (10^th ed.). Pearson. (Chapter 20)

Chapter 20

Pre-Service Early Years/Primary Postgraduate Diploma in Education: EDUEYP6 - Integrated Mathematics and Science II in Primary

COURSE DESCRIPTION

Ebooks

Course Resources