OLD DOMINION UNIVERSITY

DARDEN COLLEGE OF EDUCATION

DEPARTMENT OF TEACHING AND LEARNING
NORFOLK, VIRGINIA 23509
MAPD 604
Probability and Statistics for PK-8 Mathematics Specialists
Summer, 2019

Instructor: Sueanne E. McKinney, Ph.D.

Phone: Office: 683-4917
Home: 673-3452
Cell: 818-3208
Email: SMcKinne@odu.edu
Class
Hours: Monday, 5:00-8:30
Office
Hours: Available by Appointment

Course Number & Title: MAPD 604, Probability and Statistics for PK-8
Mathematics Specialists

Catalog Description: This course introduces students to a number of topics in PK-8

mathematics and related pedagogical methods. It will focus on the content and processes
that support the PK-8 students' learning of probability and statistics. Instruction will
cover data collection, display, and analysis as well as the development of a fundamental
understanding of probabilistic structures. These structures will be related to real world
problem solving and hands-on activities. Technology will be integrated throughout the
course to illustrate mathematical concepts, facilitate student’s exploration, and to make
and test hypotheses.

Course Description & Context: Lecture, 3 Credit Hours.

Course Overview: The course is designed to deepen participants’ knowledge and

understanding of probability and statistics and prepare potential mathematics
specialists to increase mathematics capacity for PK-8 mathematics teachers and
students. We will address the Mathematics Virginia Standards of Learning and focus
on both mathematics content and processes. We will explore the how, what, and why
of mathematics in relation to probability and statistics. The why of mathematics is
equally valued in this course as we endeavor to learn how student understanding of
probability and statistics develops. This approach will create opportunities for aspiring
math specialists’ and future mathematics leaders to deepen and expand their own
mathematics understanding as they prepare to support all mathematics learners and
build mathematics teaching capacity in schools. The mathematics content in this
course will include both conceptual and procedural knowledge and opportunities for
making sense of foundational mathematics in ways that form foundations for
proportional reasoning.
Additionally, we will reflect on and consider learning and teaching in the context of
developing mathematical understanding for both teachers and students in PK-8
classrooms. Participants in this course will develop these skills, knowledge, and
dispositions by engaging in solving problems involving probability and statistics using
a variety of strategies and techniques; generating understanding thorough explanation,
justification, and proof; using mathematical processes, practices, and tools for
engaging in mathematics designed for developing deeper mathematical understanding
for all learners; investigating the ways students learn and develop probability and
statistics understandings through reading/watching and reflecting on actual students
via case study or student work; and developing practice-based perspectives through
virtual field experiences.

Course Competencies: Following the completion of this MAPD 603 course, students
should be able to:
1. Ask and recognize statistical questions as distinct from other questions.
2. Recognize that some samples may not be representative of a whole population.
3. Use random samples to make predictions about a full population by reasoning
about proportional relationships.
4. Make data displays to help convey information about data.
5. Formulate and answer questions at the three levels of graph reading.
6. Recognize erroneous or misleading data displays.
7. Describe how to view the mean as leveling out, and explain why this way of
viewing the means agrees with the way we calculate the means.
8. Solve problems about the means.
9. Create data sets with different means and medians.
10. Indicate shapes of data distributions.
11. Make box plots.
12. Use principles of probability to determine probabilities in simple cases.
13. Apply empirical probability to make estimates.
14. Explain why certain probabilities can be calculated by the multiplication of
fractions.
15. Use a multitude of representations, such as manipulatives and models, to capture
and communicate different mathematical concepts and relationships.
16. Develop questioning strategies that encourages students to learn, analyze, to
criticize, and to be able to solve unfamiliar problems.
17. Explore and evaluate literature selections that launch, promote, and develop
conceptual understanding of fractions, decimals, ratios, and proportions.
18. Demonstrate how the NCTM’s Process Standards (Problem Solving, Reasoning
and Proof, Communication, Connections, and Representation) are inextricable
linked to the focused content.
19. Implement multidimensional and systematic pedagogical approaches and
strategies that benefits and engages the dissimilar learner.
 20. Identify error patterns related to rational numbers and develop a diagnosis,
prescription, and remediation intervention plan.
21. Demonstrate an understanding of the knowledge, skills, and processes of the
Virginia Mathematics Standards of Learning and how to leverage curricular
resources to develop mathematical understanding for diverse learners
22. Demonstrate an understanding of the nature of mathematics and the mathematical
structures inherent in the content.
23. Demonstrate an understanding of the role of tools for learning and teaching
mathematics, such as graphing utilities, projection devices, and manipulatives

REQUIRED PROJECT ACTIVITIES

FIELD EXPERIENCE:

Error Patterns: Diagnosis, Prescription, and Remediation Project (20 Points)

This project focuses on a three-step systematic approach to improving dissimilar learners’
mathematics achievement as it relates to rational numbers and proportional reasoning.
These three steps include:
1. Assessing the strengths and weaknesses of the identified learner
2. Completing a data analysis sheet (DAS)
3. Designing a mathematics improvement plan (MIP) that is based on the collected
data.
Step 1: Assessing Strengths and Areas of Concern
 Context
 Content
 Process
 Behavior
 Reinforcement
Step 2: Complete the DAS
Step 3: Designing the MIP
Each step and component of this Error Patterns: Diagnosis, Prescription, and
Remediation Project will be thoroughly discussed and reviewed. A direction
sheet/template, and grading rubric are available to guide the implementation and
completion of this project. All student data will be provided to you.

PROBLEM SOLVING:

Interactive Rational Number and Proportional Reasoning Notebook (20 Points)

For this project activity, you will create an interactive notebook that will focus on the
content under study this semester. It will consist of: 1. Classwork and Homework
Assignments; 2. Student and Teacher Resources; 3. Literature Selectins; 4. Professional
Readings; and 5. Self-Reflections. This interactive notebook will allow you to organize
and synthesize your thoughts, and will serve as a valuable resource as you transition into
the role of a Mathematics Specialist.

TEACHER LEADERSHIP:
 Identifying Professional Readings, Literature Selections, and Student/Teacher
Resources (20 Points)
As a leader within your school, you will be approached by many of your colleagues for
suggestions regarding professional readings, resources, and literature selections. Each
week, one of you will present and make available to the class 2 literature selections, 3
student/teaching resources, and 1 professional reading that focuses on probability and
statistics.

PROFESSIONAL DEVELOPMENT:
Developing into a Mathematics Specialist, PK-8 (20 Points)
As a mathematics specialist and coach, you will be presented with a variety of situations
that calls for the professional development of your colleagues. This project activity
requires you to take the role of a mathematics specialist, and develop a professional
development session that focuses on some aspect of probability and statistics. You are to
develop a presentation for your faculty that demonstrates how you can connect any skill
related to probability and/or statistics to any other mathematical skill. A grading rubric is
available to guide the implementation and completion of this project.

FINAL:

Applying Understanding of Probability and Statistics (20 Points)

A final exam that focuses on the application of the mathematical understandings
discussed during this class will be highlighted.

GRADE ASSIGNMENT:

A A- B+ B B- C+ C C- F
100-94 93-90 89-88 87-84 83-80 79-78 77-74 73-70 Below
70

REQUIRED TEXTS:

Beckman, Sybilla (2010). Mathematics for Elementary Teachers with Activity Manual
(5th Edition). Addison Wesley. ISBN: 03216542771

Attendance Policy: “Because the class period is important and discussions cannot be
reproduced, absences cannot be made up. Excessive absences can have a negative effect
on the student's learning and performance. A student who must miss a class is expected
to have the initiative necessary to cover properly the materials missed. The student must
meet all course deadlines and be present for all quizzes, tests, and examinations.” (ODU
Catalog) As noted above, late assignments will receive only partial credit while quizzes
and in-class work can not be made up without a medical excuse from a doctor or clinic.

1
This text will be used for multiple MAPD 60X courses
Students with Special Needs: In compliance with PL94-142 and more recent federal
legislation affirming the rights of individuals with disabilities, provisions will be made
for students with documented sensory and/or learning disabilities on an individual basis.
The student must have been identified as “special needs” by the university and an
appropriate letter(s) must be provided to the course instructor at the beginning of the
semester. Provision will be made based upon written guidelines from the university
“special needs students” resource office. All students are expected to fulfill all course
requirements.

Honor Pledge: “I pledge to support the honor system of Old Dominion University. I will
refrain from any form of academic dishonesty or deception, such as cheating or
plagiarism. I am aware that as a member if the academic community, it is my
responsibility to turn in all suspected violators of the honor system. I will report to Honor
Council hearings if summoned.” By attending Old Dominion University you have
accepted the responsibility to abide by this code. This is an institutional policy approved
by the Board of Visitors.

Cultural Diversity: The Darden College of Education at Old Dominion University is

committed to social justice and respect for all individuals, and it seeks to create a culture
of inclusion that actively supports all who live, work, and serve in a diverse nation and
world. Attaining justice and respect involves all members of our community in
recognizing that multi-dimensional diversity contributes to the College’s learning
environments, thereby enriching the community and improving opportunities for human
understanding. An essential feature of our community is an environment that supports
exploration, learning, and work free from bias and harassment, thereby improving the
growth and development of each member of the community.

Use of Instructional Technology: Instructional technologies will be utilized in class as a

means of supporting student learning and professional growth. These technologies
include the use of Blackboard, the Smart Board installed in the classroom, the Internet,
and other tools and materials as available.

University Email Policy: The Old Dominion University e-mail system is the official
electronic mail system for distributing course-related communications, policies,
announcements, and other information for this class and the university in general. In
addition, the University e-mail user ID and password are necessary for authentication and
access to numerous electronic resources (on-line courses, faculty web pages, etc.). For
more information, please visit: http://web.odu.edu/af/occs/stu_email.html.

Code of Student Conduct: University students shall conduct themselves in compliance

with Old Dominion University’s educational mission and may be disciplined for
misconduct that adversely affects that mission. Students are required to assume
responsibility for their own classroom behavior and are expected to participate fully and
positively in the teaching/learning process. Students do not have the right to engage in
behavior that is disruptive or otherwise interferes with the learning of others (e.g., talking
during lectures, using a cell phone, bringing children to class). Students are expected to
conform to rules of classroom decorum and to inform the instructor and/or Site Director
when any disruption in learning occurs. Faculty will follow the guidelines established by
the University when confronted with disruptive students. A student who violates the
Code of Student Conduct will be subject to administrative action(s) or disciplinary
sanction(s).

Conceptual Framework: The Darden College of Education, the College of Arts and
Letters, and the College of Sciences as a whole accept the responsibility of preparing
professionals for the schools. These professionals are characterized both by their
responsibility for making decisions in the context of the world of practice and by their
increasing ability to make wise and informed decisions based on sound knowledge,
guided by experience and scientifically-based research; thus, the theme of the conceptual
framework of all professional education programs at Old Dominion University is the
Educator as Professional.

COURSE OUTLINE:

May 18
Welcome and Greetings; Review Syllabus and Course Requirements. Review assignment
templates, rubrics, and expectations.

May 25
Holiday
No Class

June 1
Formulating Statistical Questions, Gathering Data, and Using Samples

June 8
Displaying Data and Interpreting Data Displays

June 15
The Center of Data: Mean, Median, and Mode

June 22
Summarizing, Describing, and Comparing Data Distributions
Due: Error Patterns: Diagnosis, Prescription, and Remediation Project

June 29
Basic Principals of Probability

July 6
Counting the Number of Outcomes

July 13
Calculating Probabilities of Compound Events; Using Fraction Arithmetic to Calculate
Probabilities

July 20
Due: Professional Development Presentations

July 27
Due: Professional Development Presentations

August 3
Due: Final Exam
Due: Interactive Rational Number and Proportional Reasoning Notebook