Course Content and Outcome Guide for ED 124
- Course Number:
- ED 124
- Course Title:
- Instructional Strategies: Mathematics/Science
- Credit Hours:
- Lecture Hours:
- Lecture/Lab Hours:
- Lab Hours:
- Special Fee:
Course DescriptionPresents strategies for teaching, reinforcing, and assessing basic math concepts by moving in a continuum from concrete to abstract. Emphasizes using manipulatives to introduce concepts in addition, subtraction, division, fractions, and place value. Covers the use of writing to reinforce and assess math concepts and integration of math concepts into science curriculum. Prerequisites: MTH 60 or higher; placement into WR 121. Audit available.
Intended Outcomes for the course
Upon completion of this course learners should be able to do the following beyond the classroom:
- Use a variety of strategies to reinforce and assess basic math concepts.
- Integrate math concepts into science curriculum.
- Demonstrate the ability to use reason, decision making, and complex problem solving skills.
Course Activities and Design
In-class time is primarily activity/discussion emphasizing the use of manipulatives and problem solving techniques.
Outcome Assessment Strategies
Students progress will be evaluated and criteria developed for assigning a course grade by the following tools: assignments, presentation of a developmental instructional sequence including assessment, completion of a math journal, and participation in group and class discussion and activities.
Course Content (Themes, Concepts, Issues and Skills)
- Develop of repertoire of strategies for reinforcing and assessing basic math concepts using a variety of manipulatives and activities.
- Develop a sequence of activities to reinforce and assess a basic math concept moving from concrete to semi-concrete to semi-abstract to abstract.
- Use writing as a tool to assess student understanding of math concepts and to assist in instruction.
- Develop a math/science integrated lesson.
In addition the students will demonstrate
Communication: Graduates of Portland Community College should be able to communicate effectively by determining the purpose of communication; analyzing audience and context to sue appropriate language and modality; and by responding to feedback to achieve clarity, coherence, and effectiveness.
Community and environmental responsibility: Graduates of Portland Community College should be able to apply scientific, cultural, and political perspectives in understanding the natural and social world and in addressing the consequences of human activity both globally and locally, demonstrating an understanding of social change and social action.
Critical thinking and problem solving: Graduates of Portland Community College should be able to think critically and creatively to solve problems, understanding and using various methods of reasoning and evaluating information and it sources.
Culture Awareness: Graduates of Portland Community College should be able to demonstrate an understanding of the varieties of human cultures, perspectives, and forms of expressions as well as their own culture's complexities.
Professional competence: Graduates of Portland Community College should demonstrate mastery in a discipline of profession at a level appropriate to program and transfer requirements through the application of concepts, skills, processes, and technology in the performance of authentic tasks that enhance community involvement and employability.
Self-reflection: Graduates of Portland Community College should be self-appraising in applying the knowledge and skills they have learned, examining and evaluating personal beliefs and comparing them with the beliefs of others.
- Demonstrate conceptual understanding of place value, the four basic operations, fractions, and decimal fractions through use of manipulatives, graphic representations, and verbal explanations.
- Use physical or graphic models to explain traditional and alternative algorithms.
- Use traditional and alternative algorithms to solve mathematical problems.
- Recognize and analyze multiple methods for solving a given mathematical problem.
- Use error analysis to determine underlying misconceptions in mathematical thinking.
- Use a variety of formal and informal assessments to determine underlying mathematical thinking patterns.
- Develop instructional activities based on mathematical error analysis and other assessments.
- Translate mathematical concepts into realistic and meaningful contexts.
- Collect and analyze data from realistic and meaningful contexts.
- Use collected data to explain and practice basic mathematical concepts.
- Develop a series of mathematics activities to reinforce and assess a basic math concept moving from concrete to abstract.
- Develop activities associated with statewide k-12 mathematics standards.