INSTRUCTIONAL STRATEGIES IN MATH AND SCIENCE:
ELEMENTARY SCHOOL CI 402/CI 413

Spring 2002  Section # 18656 / # 18701; 8:30 - 11:40  TTh (251CE)

Dr. Mara Alagic
Office: 205 Corbin; Office hours: 11:50 - 12:50 or by appointment
Phone: (316) 978 6974      Fax: (316) 978 6935
  mara@math.twsu.edu
 http://education.wichita.edu/alagic/spring2002/402/402_first_page_2002.htm

Reaching for excellence! This course is always work in progress :)

Above all, information and knowledge are growing at a far more rapid rate than ever before in the history of humankind. As Nobel laureate Herbert Simon wisely stated, the meaning of "knowing" has shifted from being able to remember and repeat information to being able to find and use it. (Simon, 1996)

 National Research Council (2000). How People Learn. 

CI 413
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CI 402 students: Mathematics Units

The following three reflections (#12, #13, #14) are part of your final exam.
DO YOUR BEST!     

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Reflection #12: (Due May 15)

Within each mathematics/science domain that we had in the TICKLE (volume, fractions, light) there are some growth points/"stepping stones" that a child has to go through in the process of learning.

To illustrate the notion of a stepping stone, think a child asked to find the total of two sets of objects. For example, nine objects and another five objects. Many young children will "count all" to find the total ("1, 2, 3, . . . , 11, 12, 13, 14"), even once they are aware that there are nine objects in one set and four in the other. Other children will realize that by starting at 9 and counting on ("10, 11, 12, 13, 14"), they can solve the problem in an easier way. Counting All and Counting On are therefore two important growth points in children’s developing understanding of addition of numbers.

(a) Think back to your TICKLE experiences. What evidence do you find that your  child reached a stepping stone? Describe one instance. What was the difference before  and  after. Please clearly mark and e-mail the appropriate part of your TICKLE assignment as evidence for your statement.

(b) WHY is understanding of these stepping stones important to teachers? 

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Reflection #14:(Due May 15)

Reflect on the activity "How many marbles does each child have?" and answer the following questions:

  1. Why do majority of groups stop after finding just one solution?

  2. What strategy did your group use to solve this problem?

  3. How would you differentiate instruction using this activity?

 
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Reflection #13:(Due May 15)

If you were in my shoes, designing the course for individuals who will be in your shoes next quarter, what would you include?  (YOUR INPUT IN THE EVOLVING DESIGN OF THIS COURSE IS VERY MUCH APPRECIATED:-) 

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Have you seen these web-sites? http://mathforum.org/teachers/elem/ http://www.nrich.maths.org.uk/prime/index.html

 

 
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If relevant, links from lessons removed from the web pages, are usually attached at appropriate dates in the calendar. For example, science reading guide, manipulative-tables, ... If you cannot find them I will be glad to e-mail them to you.
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Thanks for letting me know if you find a link that is not working or any other discrepancies on these WebPages. 

If you have any questions please e-mail me at 
mara@math.twsu.edu

 
Note: Weather Cancellations - Call 978 6633 (select 2) to obtain information on weather related class cancellations. 

Mara's homepage

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Updated March 31, 2002

Maintained by:  Mara Alagic
 

Mathematics Education

Curriculum & Instruction Department

Wichita State University

Wichita, Kansas  67260-0028