Fall 2014 not offered
|Certificates: Civic Engagement, The Study of Education
|Course Cluster: Service-Learning
Students will be introduced to the psychological study of children's mathematical thinking and learning through a variety of theoretical and experimental readings from laboratory and school-based studies. Students will also review selected sections of grade-school mathematics textbooks from commonly used curricula to identify connections between particular theoretical viewpoints and their curricular implementations.
|Gen Ed Area Dept:
|Course Format: Lecture / Discussion
|Grading Mode: Graded
|Fulfills a Major Requirement for: (PSYC)
Readings will be drawn from both primary research literature and from secondary sources in mathematical cognition and early math education research. Students will also work with selections from grade school mathematics texts used in local schools.
|Examinations and Assignments:
Short essays on assigned readings, journal entries documenting service learning experiences, participation in class discussion, and a final written project with class presentation.
|Additional Requirements and/or Comments:
The course will be presented in a combination lecture/discussion/service-learning format. Students will be required to observe mathematics instruction sessions for kindergarten and elementary school children and to assist children during their in-class work for two hours per week. Course work includes an integrative project in which students will draw connections among a specific theoretical position in research on mathematical cognition, its curricular implementation, and its application in practice.
This service learning course requires experience with at least some of the following: cognitive psychology, educational psychology, developmental psychology, math education (research or practice), prior work with young children. To apply for POI, please email the instructor during Pre-Registration explaining your interest in and qualifications for the class.
|Drop/Add Enrollment Requests
|Total Submitted Requests: 0
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