First 20 Days of Math, Robinson, Summer 2019

Course Number: EDU 5626 C04 (Graduate)
Instructor: Melinda Robinson
Location: Online
Dates and Times: June 3- August 16, 2019
Credits: 3 Graduate Credits
Tuition: $950

Note: Course payment or purchase order of $950, payable to Castleton University, is due at the time of registration. A purchase order number can be entered into the online registration form. Please mail the check to: Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05753. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.

Course Description

This online course, geared for K-6th grade teachers, will be exploring how we can create a math community within our classroom that will energize our students to become great mathematicians. We will explore what are the elements of instruction that are critical in math today. We will research what will foster a growth mindset in math, we will explore the math practices that empower our students, how STEM and authentic problem solving should be a part of our classroom, what part rote memorization of facts should play, and finally how the math workshop approach can allow us to differentiate for our diverse learners. Our ultimate focus in the course will be to create a math culture in the classroom where students are comfortable with taking risks, owning their mistakes as an opportunity for greater understanding, and the ability to see mathematics as a part of the world around themselves. 

Technology Requirements:

Participants must have access to the Google Platform as this course will be presented as a Google Site.

Course Objectives

Essential Questions:

  1. What is needed to create a community of learners that are willing to take risks and think deeply about math? 
  2. What are the elements of a rich mathematics classroom? 
  3. What can I do in the first 20 days of school to ensure that I am developing a positive math culture in my classroom?

Course Expectations

Weekly Focus and Expectations: 

Week of June 3rd- Introductions and 8 Practices

  • Introduction of instructor and class participants
  • A brief overview of the 8 Standards for Mathematical Practice
  • Post a mini bio about your math experiences and the class you will be teaching in the fall.

Week of June 10th- Creating a math culture

  • We will explore growth mindset and the role it plays in math
  • We will research and discuss the elements to creating a safe culture in the classroom where students are free to make mistakes and critique the reasoning of others.
  • You will post and respond to others’ posts discussing this week’s learning. You will also create a lesson or two that will be added to your first 20 days spreadsheet that will address this week’s focus.

Week of June 17th- Discourse in math class

  • We will explore number talks and its use in creating discourse within math class.
  • We will look at the literature on mathematical discourse.
  • You will post and respond to others’ posts discussing this week’s learning. You will also create a lesson or two that will be added to your first 20 days spreadsheet that will address this week’s focus.

Weeks of June 24th and July 1st- Interactive Journals

  • We will research the use of journals in math class.
  • Many examples will be provided for using math journals on a daily basis within the classroom.
  • Several different rubrics will be shared to help assess journal entries.
  • You will post and respond to others’ posts discussing this week’s learning. You will also create a lesson or two that will be added to your first 20 days spreadsheet that will address this week’s focus.

Week of July 8th- Fact Fluency Practice

  • We will explore through readings what role fluency memorization plays in math classes today.
  • We will explore some various ways to promote mathematical fluency.
  • You will post and respond to others’ posts discussing this week’s learning. You will also create a lesson or two that will be added to your first 20 days spreadsheet that will address this week’s focus.

Week of July 15th- Problem Solving

  • We will explore different techniques and approaches for encouraging students to become better problem solvers.
  • We will discover the different ways that we can create real life problems to solve in our classrooms.
  • You will post and respond to others’ posts discussing this week’s learning. You will also create a lesson or two that will be added to your first 20 days spreadsheet that will address this week’s focus.

Week of July 22nd- STEM

  • We will look at the research behind STEM challenges and the procedures that create a truly authentic and motivating challenge.
  • We will explore many examples of STEM challenges.
  • You will post and respond to others’ posts discussing this week’s learning. You will also create a lesson or two that will be added to your first 20 days spreadsheet that will address this week’s focus.

Week of July 29th and August 5th- Math Workshop

  • We will explore the literature supporting the math workshop approach.
  • We will research different ways that the math workshop can work in a k-5 math classroom.
  • You will post and respond to others’ posts discussing this week’s learning. You will also create a lesson or two that will be added to your first 20 days spreadsheet that will address this week’s focus.

Week of August 12th- 20 Day Plan

  • Participants will present their completed 20 day plan

We will post and comment on each others’ plans

Required Texts

Books, Articles, and Websites that will be used in the course (all materials will be provided, there are no materials that will need to be purchased.) This is a small sampling of what will be used. 

Parrish, Sherry. Number Talks: Whole Number Computations, Grade K-5… Math Solutions, 2014. Print.  

“Stem Challenges: Your Role as a Facilitator.” Web Blog Post. Plans for a Better Tomorrow. Blogger. 7 July 2016. 

Schwartz, Katrina. “Practical Ways to Develop Students’ Mathematical Reasoning.” Web Blog Post. Mind/Shift. KQED News. 14 Jan. 2016. 
Boaler, Jo. Mathematical Mindsets. San Francisco: Jossey-Bass, 2016. Print. 

Seeley, Cathy. Making Sense of Math. Alexandria: ASCD, 2016. Print. 

Seeley, Cathy. Building a Math-Positive Culture. Alexandria: ASCD, 2016. Print.

Other Information Not Listed Above

Course Requirements:

  1. Attendance and Participation (20%): 
    This course expects students to participate online. Students 
    should respond to a specified prompt on or before the specified date each week. Students who miss more than one class response may be required to drop the course. Much of the course will be devoted to creating lessons that will be a part of your 20 Days Spreadsheet. Students are expected to collaborate as professionals with the other students in the class, advocate for themselves and communicate effectively. 
  2. Student Learning Prompts (30%): 
    Students will be expected to respond weekly to the prompt or 
    questions that are presented for that week. Students are also responsible for responding to at least 2 other classmates’ prompts weekly. It is important that we communicate and discuss what we have learned with our colleagues so that the group can grow in our knowledge together. There will be a rubric that will be used to assess the professional level of discourse being shared each week. 
  3. Instructional Project (50%): 
    Students will create a 20 Days Spreadsheet that is a list of 
    lessons that will be used at the beginning of the year for their math class. The lessons should be reflecting the learning that has been gathered throughout the course. This will be attached to the final post of the course for everyone to read and comment on. A rubric will be used to assess this final project. 

GRADING: 

  1. Attendance and Participation 20 
  2. Student Learning Prompts 30 
  3. Instructional Project 50 
    Total: 100

For additional course information

Melinda Robinson

For additional registration information

Bethany Sprague
(802) 468-1325

Register online now!