SUNY Cortland – Spring 2021

Childhood and Early Childhood Department

EDU 373: Teaching Elementary School Mathematics

Instructor
Muteb Alqahtani Office Hours: Tue & Thu 11:30 a.m. - 2:00 p.m.
Office: Cornish Hall, 1204 Email: muteb.alqahtani@cortland.edu
Phone: (607) 753-5527

Course Information
Course: EDU 373 Credit hours: 3
Section: 608 Location: https://zoom.us/j/4512584169
CRN: 24640 Class: Monday 4:20-6:50 p.m. (online)

Course Description
Content and methods for teaching mathematics in the elementary school program focusing on
problem solving, mathematical reasoning and communication in mathematics. Special attention
will be given to integrating mathematics with other areas of the curriculum helping students see
the connection among mathematics and other areas of study.

Course Objectives
Students in this course will:
1. Examine their past experiences in mathematics, their personal beliefs about mathematics,
and the teaching and learning of mathematics (ACEI 5b).
2. Reflect on the social impact of the teachers of mathematics in promoting equity in
mathematics education as well as become aware of personal cultural or social biases and
how these biases may appear, for example, in teacher's attitudes, in the context of word
problems, or in the children's books selected to be used in the classroom (ACEI 5b).
3. Explore the major strands of the mathematics curriculum (number sense, numbers and
operations, geometry, measurement, data management, and algebra) to develop
conceptual and procedural understanding and problem-solving ability in various areas of
mathematics (ACEI 2d, 2i, 3c).
4. Understand and promote students' understanding of connections between mathematics
and real-life experiences and other areas of study, particularly, English language arts and
science (ACEI 2a, 2b, 2c, 2d, 2i).
5. Understand the contrasting paradigms of traditional, teacher-centered, drill-and-practice
mathematics teaching and student-centered, constructivist approaches while recognizing
new directions in the practice of teaching mathematics based on the results of the
research on teaching and learning of mathematics (ACEI 1).
6. Develop the ability to construct mathematics lesson plans which are student centered, are
grounded in a solid understanding of the featured mathematical content, and meet the
needs of diverse learners (ACEI 1, 2d, 3a, 3b, 3c, 3d).

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 7. Understand the National Council of Teachers of Mathematics and New York State
Common Core Standards and apply them in lesson plans (ACEI 1, 2d, 2i, 3a, 3b, 3c, 3d,
3e, 4).
8. Develop an awareness of the needs of diverse learners (cultural, ethnic, gender, ability,
learning styles) (ACEI 1, 3a, 3b).
9. Develop a repertoire of formal and informal assessment strategies to evaluate not only
procedural skills but also students' conceptual understanding of mathematics (ACEI 3b,
4, 5c).

Required Materials
1. Carpenter, T., Fennema, E., Franke, M., Levi, L., & Empson, S. (2015). Children’s
mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
2. Watermark (Taskstream) subscription.

Recommended Materials
1. Gattegno, C. (1987). What we owe children: The subordination of teaching to learning.
Educational Solutions. Found online at: slideshare.net/educationalsolutions/what-we-
owe-children-web-book
2. New York State Education Department. (2019). New York State Revised Mathematics
Learning Standards. Found online at: nysed.gov/curriculum-instruction/new-york-state-
next-generation-mathematics-learning-standards
3. Engage NY website: An online resource for implementing the Common Core State
Standards. Found online at: http://engageny.org
4. Electronic or printed guide for APA Style 6th edition.
5. National Council of Teachers of Mathematics: nctm.org
6. Mathematical Association of America: maa.org
7. Mathematics for All: todos-math.org
8. Learning and Teaching with Learning Trajectories: learningtrajectories.org
9. Math is Fun: mathsisfun.com

All students are required to remain informed and follow SUNY Cortland and state requirements for
attending classes on campus and virtually. Failure to comply with requirements (i.e.: wearing masks,
maintaining social distance, etc.) will result in removal from the classroom for that in-person class session
and an absence being recorded. Students may also be referred to the Student Conduct Office.
Academic Integrity (College Handbook, Chapter 340)
All students are expected to uphold academic integrity standards. Plagiarism is defined as taking the ideas
of others and using them as one's own without due credit. Students who cheat in examinations, course
assignments, or plagiarize in this course may be disciplined in accordance with university rules and
regulations.

Disability Statement (College Handbook, Chapter 745)

https://www2.cortland.edu/offices/disability-resources/faculty/syllabus-statement

Diversity Statement (College Handbook, Chapter 130)

https://www2.cortland.edu/offices/presidents/diversity/

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Inclusive Learning Environment Statement
SUNY Cortland is committed to a diverse, equitable and inclusive environment. The course instructor
honors this commitment and respects and values differences. All students enrolled in this course are
expected to be considerate of others, promote a collaborative and supportive educational environment,
and demonstrate respect for individuals with regard to ability or disability, age, ethnicity, gender, gender
identity/expression, race, religion, sex, sexual orientation, socio-economic status or other aspects of
identity. In an environment that fosters inclusion, students have the opportunity to bring their various
identities into conversation as they find helpful, but are not expected to represent or speak for an entire
group of people who share aspects of an identity. If you have any questions or concerns about this
statement, contact the Institutional Equity and Inclusion Office at 607-753-2263.” (IEIO
www2.cortland.edu/about/diversity)

Title IX Statement
Title IX, when combined with New York Human Rights Law and the New York Education Law 129-B,
prohibits discrimination, harassment and violence based on sex, gender, gender identity/expression,
and/or sexual orientation in the education setting. The federal Clery Act and NY Education Law 129-B
provide certain rights and responsibilities after an incident of sexual or interpersonal violence. When a
violation occurs, victims and survivors are eligible for campus and community resources. Where the
College has jurisdiction, it may investigate and take action in accordance with College policy. If you or
someone you know wishes to report discrimination based in sex, gender, gender identity/expression,
and/or sexual orientation, or wishes to report sexual harassment, sexual violence, stalking or relationship
violence, please contact the Title IX Coordinator at 607-753-4550, or visit cortland.edu/titleix to learn
about all reporting options and resources. (Updated by SUNY Legal Feb. 1, 2018).” (Title IX
http://www2.cortland.edu/titleix)

Notice Regarding Disciplinary Violations:

In order to maintain the high standards of professionalism required by SUNY Cortland, the NYS
Education Department (NYSED), and our teacher education accreditation agency (CAEP), all Teacher
Education Candidates must report any off-campus tickets, violations of the student code of conduct,
violations of state/federal law, or academic integrity decisions to the associate dean within 5 business
days. Likewise, students must report within 5 business days charges of any of the following: driving
while intoxicated (DWI), drug possession, a crime against a child, or physical assault. You can contact
your associate dean by calling 607-753-5431. Our Teacher Education Candidate Review Committee
(TECRC) will review these violations and contact you. If you have any questions about this process,
please contact the associate dean.

Course Requirements

Attendance
Attendance is essential, since your ideas and your work with classmates contribute to everyone’s
understanding and achievement. Your presence, preparation, and participation contribute to your
grade. Please come prepared to every class in order to take part fully in class discussions and
activities. Readings should be completed before a topic is discussed.
Students are expected to arrive on time and be ready to participate at the assigned scheduled
course time. Only excused absences are allowed. If you miss class, it is your responsibility to get
the information you missed from a colleague. If an assignment was due on the day you missed
class, please email it to me, or otherwise hand it in the following class. Significant tardiness will

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be considered an absence and will affect your participation grade. If you arrive late, please check
at the end of class to be sure that your presence was recorded.

Late Assignments Policy

Keep copies of all submitted work, and maintain a file of your papers for your own reference,
along with class notes. Bring this material to any conference with the instructor. All assignments
are due as indicated on the course schedule unless there is an emergency. Late assignments will
be graded as the following:
1. Assignments submitted within 24 hours after the due date: 30% of the grade will be
deducted.
2. Assignments submitted after 24 hours of the due date: 60% of the grade will be deducted.
3. Assignments submitted after 48 hours of the due date: Assignments will not be accepted.

Grade Equivalents

A 94 - 100 C 74 - 76
A- 90 - 93 C- 70 - 73
B+ 87 - 89 D+ 67 - 69
B 84 - 86 D 64 - 66
B- 80 - 83 D- 60 - 63
C+ 77 - 79 E Below 60

Written Work
Assignments must be word-processed, double-spaced, 12-point Times New Roman font, and
APA format (when applicable) and are due as assigned. Development of writing skills is an
essential component of your performance as a teacher. The use of Standard English (spelling,
grammar, mechanics etc.) is required. The undergraduate education programs require the use of
APA Format. Part of the grade on each written assignment will reflect these requirements. Many
resources are available to ensure that you submit your finest work. It helps to have at least one
other person proofread your work.
If you think that you have difficulties with writing, I encourage you to establish a relationship
with ASAP (Academic Support and Achievement Program) early in the semester. Please inform
me if you are working with ASAP so we can coordinate efforts and schedules.

Course Requirements

N Assignments and Activities Points

1 Reading responses and reflections 15%
2 Homework assignments 25%
3 Midterm and quizzes 20%
4 Lesson plans and presentation 10%
5 Classroom participation 15%
6 Final examination 15%

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1. Reading responses and reflections:
For some assigned readings, you are required to summarize and reflect on the reading in two
paragraphs. The first paragraph is a summary of the main ideas of the reading material. The
second paragraph is a reflection about the reading material. The reflection includes your own
ideas and thoughts about the reading. For example, you can discuss what you find it helpful,
interesting, confusing, etc. I encourage you to discuss whether you agree or disagree with the
authors and explain why. It is essential that you communicate clearly in writing a thoughtful
reflection on the topics and demonstrate deep understanding of the main ideas.
2. Homework assignments:
There will be multiple homework assignments. The assignments are listed in the Course
Schedule below. Before due dates, we will discuss in class what I expect from you for each
assignment and answer any questions you might have. Each assignment will have detailed
instructions in the course website.
3. Midterm and quizzes:
There will be a midterm and two quizzes throughout the semester. The midterm examination
will include the topics that are covered in the first half of the semester. Topics include ideas
from the readings, classroom discussions, and classroom activities.
4. Lesson plans and presentation:
You will create two lesson plans during this course. The first lesson plan will be done
individually. The second lesson plan is a group project (three to four students). Each group is
expected to present the lesson in the final weeks of the semester.
5. Classroom participation:
You are expected to participate in classroom’s discussions and activities. You are also
expected to read assigned readings before class and be prepared to discuss the content of the
readings in class. In addition, we will engage in different discussions, group work, and
individual activities in class. Your engagement during each class determines how successful
the class will be and how much you will learn. You are expected to show initiative
throughout the semester, especially during classroom discussions and activities.
6. Final examination:
The final examination will include the topics that are covered during the semester. Topics
include ideas from the readings, classroom discussions, and classroom activities.

Further directions and grading criteria will be provided at an appropriate time.

Course Schedule
Week Topics Readings due Assignments due
1 Introduction: syllabus and
(2/1 - assignments.
2/5)

2 Relational and instrumental Skemp (1976) Readings’ discussion

(2/8 - understanding - Mathematical Chapter 1 Personification
2/12) experiences - Addition and assignment
Chapter 2
subtraction problem types

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Week Topics Readings due Assignments due
3 Students’ problem-solving Chapter 3
(2/15 - strategies for addition and
2/19) subtraction
4 Mathematical knowledge: Hewitt (1999) Readings’ discussion
(2/22 – Chapter 4
arbitrary and necessary
2/26)
5 Multiplication and division Chapter 5 Quiz 1
(3/1 - problem types and students’
3/5) strategies
6 Asynchronous class: Lesson Chapter 6
(3/8 - objectives and assessment
3/12) [Wellness Day: Tue. 3/9]
7 NYS Next Generation NYS Standards Lesson plan ideas
(3/15 - Chapter 7
Mathematics Standards
3/19)
8 Multidigit problems and students’ Davis (1992) Video 1 - A
(3/22 - Chapter 8
strategies
3/26)
9 Asynchronous classes: Teaching Chapter 9 Video 1 - B
(3/29 - elementary geometry
4/2) Number systems
10 Martin, (2009) Readings’ discussion
(4/5 - McCulloch et al., (two articles)
4/9) Equity in mathematics classrooms
(2009)
Chapter 10
11 The equal sign Molina & Lesson plan draft
(4/12 - Midterm examination Ambrose (2006)
4/16) Chapter 11
[Wellness Day: Wed. 4/14]
12 Asynchronous class: Teaching Chapter 12
(4/19 -
early algebraic concepts
4/23)
13 Problem solving and modeling Chapter 13 Quiz 2
(4/26 - Fractions from a measuring
4/30) perspective
14 Teaching practices Reinhart (2000) Follow-up dialogue
(5/3 - Course summary, reflection, and Revised lesson plan
5/7) evaluation
15
(5/10 - Final examination
5/14)

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Readings’ References
Davis, R. B. (1992). Understanding “understanding”. Journal of Mathematical Behavior, 11(3),
225-42.
Hewitt, D. (1999). Arbitrary and necessary part 1: A way of viewing the mathematics
curriculum. For the Learning of Mathematics, 19(3), 2-9.
Martin, D. B. (2009). Does race matter? Teaching Children Mathematics, 16(3), 134-139.
McCulloch, A. W., Marshall, P. L., & DeCuir-Gunby, J. T. (2009). Cultural capital in children's
number representations. Teaching Children Mathematics, 16(3), 184-189.
Molina, M., & Ambrose, R. (2006). Fostering relational thinking while negotiating the meaning
of the equal sign. Teaching Children Mathematics, 13, 111-117
Reinhart, S. C. (2000). Never say anything a kid can say! Mathematics Teaching in the Middle
School, 5, 478–483.
Skemp, R. (1976). Instrumental understanding and relational understanding. Mathematics
Teaching, 77, 20-26.