LSEE 311: Mathematics Fieldwork Observation and Seminar 

About the Textbook

So You Have to Teach Math? Sound Advice for K-6 Teachers

Description:  

The text features a Q-and-A format to address the concerns that most kindergarten through grade 6 teachers grapple with about teaching mathematics. The over 100 questions and answers in the book provide helpful ideas for leading class discussions, incorporating writing into math class, dealing with homework issues, communicating with parents, and more. Authors Marilyn Burns and Robyn Silbey offer advice to support all teachers and direction for improving their mathematics teaching. 

Authors:. 

• Marilyn Burns 
• Robyn Silbey

Formats: 

The book is found in both paperback text and e-Book formats on Proquest, from the Library. The book can be purchased in print for $12.

Supplemental resources:  

One of the authors, Marilyn Burns, writes a blog at least weekly. The blog can be used to supplement the text.

Cost savings:  

Potential cost savings of $27.95 plus shipping and tax if students use the eBook rather than purchase the paperback text new. I teach about 40 students each year, so the total cost saving for students is about $1,344.

Accessibility and diversity statement: 

Not available at this time.

License:

This book is copyrighted. However, it is available through ProQuest e-library. If your institution subscribes, you may have unlimited access for downloads. Burns, M., & Silbey, R. (2000). So You Have to Teach Math?. Sausalito, US: Math Solutions Publications.

About the Course

LSEE 311: Mathematics Fieldwork Observation & Seminar

Description:  

The course includes K-8 classroom observation of mathematics instruction, review of California mathematics content standards, and discussion of teaching strategies used in the K-8 classroom.

Prerequisites: Successful completion of EDUC 110, EED 210, LiveScan & negTB.

GE credit: 1.5 units, required for LSEE major.

Learning outcomes:

• To demonstrate growth as a one-on-one math tutor of young students;
• To identify and reflect on classroom management strategies for one-on-one teaching;
• To engage individual students in math activities;
• To explore California math standards and consider common core standards;
• To utilize tutoring materials and appropriate manipulatives;
• To record anecdotal assessment evidence of student math knowledge development;
• To complete written reflections in a timely and professional manner;
• To complete paperwork appropriately;
• To contribute to a personal teaching portfolio;
• To demonstrate professional behavior at all time.

Students are undergraduates interested in becoming teachers in urban, suburban, and rural California schools. Most students are in their junior or senior year.

Curricular changes:

No curricular changes were needed.

Teaching and learning impacts:

Collaborate more with other faculty: No       
Use wider range of teaching materials: Yes
Student learning improved: Yes
Student retention improved: Yes
Any unexpected results: No

In previous semesters, many students expected a text that they could purchase. From class discussions, I noticed that students were less likely to read the online resources posted on Moodle than the text. With each semester more students are utilizing the library eBook, becoming more familiar with online resources, and thus utilizing the online materials on Moodle. Thus, I am able to use a wider variety of online materials to improve student learning. In previous semesters, there were cases of students who dropped the class because they did not have access to the printed text.  This is no longer the case.

Sample assignment and syllabus:

Assignment
This is a Tutoring Log that students complete.

LSEE 311 syllabus

This is the syllabus I used for the class.

Textbook Adoption

OER Adoption Process

When I began teaching this course, I noticed that not every student bought the text or had access to the text. By working closely with the HSU librarians I was able to review texts that all students would have access to through the university's subscription to the ProQuest e-library. Adopting a text that was available as an eBook has meant that students can choose to either purchase the book, download it from the HSU library portal, or read it online. 

As a result of this adoption process, I have seen an increase in student's referencing the text in their class discussion. They connect the reading with their fieldwork experiences creating a more powerful learning environment.  I continue to use the external blog so that students can have written reflections in tandem with the oral reflections in class.

Student access:  

DAccess to the text is available online or as a downloadable file. They can read it in the library or in any location that they have an eReader, computer, or device. 

Student feedback or participation:

Students liked the option of continuing to purchase the text or reading it as an eBook.  Comments ranged from indifferent to strongly supporting the availability of an eBook.  Students want options, and they want options to include no cost books.

Lyn Scott, Ed.D.

I am an assistant professor at Humboldt State University's School of Education. I teach courses in educational psychology, literacy, language development, child development, early math education, and Liberal Studies.

My teaching philosophy is growth-oriented, fostering each future teacher's development as a successful professional educator who facilitates student learning. Excellent teachers are not born; they develop over time through a cycle of observation, collaboration, practice, and reflection. They closely observe teachers and students, collaborate with families and educators to understand the funds of knowledge and cultural wealth that each person brings to the educational setting, incorporate this understanding into their daily teaching practice, and reflect on the teaching and learning outcomes in order to guide future observation and collaboration.