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Diagnosis and Remediation in Elementary Mathematics (K-6)

ELE 643

Syllabus

Course Description

The purpose of this course is to address the cognitive needs of first through sixth grade students who underachieve when learning mathematics. The reasons for the inability of some students to grasp mathematics vary from child to child. It is for this reason that teachers must teach mathematics concepts and skills so they are understood and remembered by all students. The course will prepare teachers to diagnosis and remediate a population of students, known as dissimilar learners.

The goal of this course is to provide teachers with the skills to assess and adapt instruction. The lessons and remediation must be designed in terms of developmental instructional strategies that promote thoughtful, active learning, and connections to earlier concepts. The use of functional assessments of students' strengths and areas of concern will determine the intervention strategies needed to increase achievement.

For learners to be successful, teachers must assess students' individual abilities and characteristics. The selection of appropriate and effective instructional strategies based on these assessments is the key to developing a solid foundation for struggling students to be successful.

The most effective approach that benefits the dissimilar learner is one that is multidimensional and systemic.  The course will provide teachers with the skills needed to understand this approach by planning for maximum flexibility, manageable units of classroom time periods, and incorporating all teaching and behavioral methods.

Objectives

Upon completion of this course the teacher will be able to:


Curriculum Design

Diagnosis & Remediation in Elementary Math (K-6) is a forty five-hour, 3 graduate credit course taught online. There are thirteen modules which require the students to participate in reading assignments (text and web), reflective practices, assessing, prescribing, and understanding remediation practices, analysis of information, research, and the development of instructional activities for remediation.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required textbooks for this course are:

Richardson, Lloyd, Sherman, Helene, and Yard, George. Teaching Children Who Struggle with Mathematics: A Systematic Approach to Analysis and Correction. 1st edition. New Jersey: Pearson Education, Inc., 2005. 1-229. ISBN: 0-13-098463-9

Guillaume, Andrea. Classroom Mathematics Inventory for Grades K-6. 1st edition. Boston: Pearson Education, Inc., 2005. 1-291. ISBN: 0-205-40264-X

"Recommended Reading List" provided and updated for each term. The course content includes many online readings, website reviews, research reading assignments, forum postings and other written projects.

Course Outline

Introduction: Introduction & Overview

Objectives: In this beginning exercise, the instructor will confirm the accuracy of e-mail addresses for all students. The instructor will then send a welcome message to the class. The students have this first week to acquaint themselves with the format of the course, the textbook, and the methods of communication.
Contents:


Module One: The Dissimilar Learner and Mathematics Instruction

Objectives:


Contents:

Module Two: Assessing Performance in Mathematics

Objectives:


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Module Three: Assessing Understanding and Performance in Mathematical Processes

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Module Four: Assessing Understanding and Performance in Mathematical Processes

Objectives:


Contents:

Module Five: Place Value

Objectives:


Contents:

Module Six: Addition of Whole Numbers

Objectives:


Contents:

Module Seven: Subtraction of Whole Numbers

Objectives:


Contents:

Module Eight: Division

Objectives:


Contents:

Module Nine: Rational Numbers

Objectives:


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Module Ten: Decimals

Objectives:


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Module Eleven: Problem Solving

Objectives:


Contents:

Module Twelve: Planning Academic Content Lessons

Objectives:


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Module Thirteen: Analysis, Diagnosis, and Remediation of Mathematical Errors

Objectives:


Contents:

Course Requirements:

Requirements Points
Reflection Responses 66
Forum Postings 28
Discussion Questions 36
Remediation Activities 36
Final Project 20
Final Exam 20
Total 206

Grades
206-192 - A
191-175 - B
174-155 - C

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

 

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.

 





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