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Reflective Decision-Makers
 Foundational Knowledge
 Professional Dispositions &
Integrity
 Professional Development
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Mission Statement
The Teacher Education Unit is committed to preparing
exemplary professionals in the
field of education. The faculty and staff of our teacher education unit
understand the
complexity, interrelatedness and recursive nature of the teaching/learning
process. We
are committed to preparing our teacher education candidates to be reflective
professionals, knowledgeable in general studies, specific content areas, and
pedagogy. In
addition, we want their educational experiences to equip them to be effective
communicators and wise decision-makers in a democratic and increasingly
technological
society. We also want our graduates to appreciate diverse cultures and
viewpoints.
Therefore, we create and update courses based upon our study and reflection of
current
research and professional writing. We encourage diverse field experiences,
co-curricular
activities and professional opportunities. We believe that learning is a
lifelong process
that involves continual growth in three broad conceptual areas: foundational
knowledge,
professional dispositions and integrity, and professional competencies.
Peru State College’s commitment to in dividual attention
and needs is evident in our
teacher education program. We also encourage our students to h one their passion
for
teaching and their unique talents through integrated community service
opportunities
related directly to their professional courses and activities. Our faculty and
staff are
committed to modeling that learning is an ongoing, challenging enterprise
engaged in by
committed persons – teachers, teacher candidates, and community members
together, all
part of an exciting and rapidly changing world.
Course Description: This course is de signed to
provide a foundation for working with
students who have special needs in the area of mathematics. Learning theory and
general
techniques for dealing with the instruction of students with special mathematics
needs
will be emphasized.
Prerequisites: Admission to Teacher Education; SPED
200, EDUC 327 or Approval of
Instructor
Text: Gurganus, S. P. (2007). Math instruction for
students with learning problems Boston MA: Person Education Inc.
Objectives: This course is designed with the major
purpose of preparing teacher education students to diagnose, assess, and
remediate math difficulties. The course is intended for both regular and special
education majors.
At the completion of the course, the student will be able
to:
Identify goals, methods, and materials appropriate for
students with learning difficulties in the area of mathematics.
Use manipulatives to teach mathematics concepts.
Create concrete materials to teach/reinforce math concepts.
Explain, select, and demonstrate appropriate teaching strategies.
Identify formal and informal assessments used in mathematics.
Administer formal and informal mathematics assessments.
Write Individual Education Plan goals/objectives related to mathematics.
Recognize the changing role of the special education teacher.
Objectives Part 1: Planning Instruction for Special
Needs
Explain the relationship between national standards and
mathematics instruction.
Describe how disabilities affect math performance.
Present general techniques for dealing with diverse needs in the math classroom.
CEC 3, 7 CF 1.2.3, 1.3.3 IS 1, 2, 3, 7
Objectives Part 2: Problem Solving
Summarize changes in the content/ emphasis of math
curriculum.
Describe approaches to teach problem solving to students with disabilities.
Create/assemble activities that help remediate difficulties in the fol lowing
areas : de termining correct operation; making good use of information; checking
whether an answer is reasonable; sequence; and problem solving in the real
world.
Teach a lesson in the area of problem solving.
CEC 4, 7 CF 1.3.5 IS 4
Objectives Part 3: Money and Time
Identify factors that may make it difficult for students
to discriminate coins by name and value , count money, and make change.
Create/assemble activities that help remediate difficulties in the following
areas: coin discrimination; counting money; paying for items; making change; and
writing money amounts.
Identify factors that may make it difficult for students to tell time.
Create/assemble activities that help remediate difficulties in telling time and
using temporal expressions .
Identify time and money concepts significant to the secondary student.
Identify life skills related to time and money.
Identify uses of techno logy in the teaching of mathematics.
Teach a lesson related to time or money.
CEC 5 CF 1.3.5 IS 4, 2
Objectives Part 4: Number and Place Value; Developing
“Number Sense”
Identify factors that may make it difficult for students
to count and compare numbers.
Create/assemble activities that help remediate difficulties in the following
areas: counting; reversals; skip counting; comparing numbers; rounding;
estimation; writing numbers; using a calculator .
CEC 7, 8 CF 1.3.5 IS 4
Objectives Part 5: Basic Concepts, Basic Facts;
Whole-Number Computation; the Four Operations
Describe how the use of interesting problems helps
students with disabilities understand an operation.
Identify factors that may make it difficult for students to perform the basic
operations.
Contrast remediation and compensation as they relate to basic fact mastery.
Identify thinking strategies used in mastering basic facts.
Create/assemble activities to remediate difficulties in the use of basic facts
and the four operations.
Describe difficulties students experience with computation.
Create/assemble activities to remediate difficulties with the following areas:
mental computation and estimation; selecting a computation method ; written
computation; addition, subtraction, multiplication , and division of whole
numbers; using a calculator.
CEC 4 CF 1.3.2 IS 4
Objectives Part 6: fractions and decimals
Identify general areas of difficulty in the area of
rational numbers .
Create/assemble activities to remediate difficulties with the following areas:
number sense for rational numbers; reading, writing, and manipulating rational
numbers; equivalent numbers; comparing rational numbers; simplifying fractions;
mental and written computations with fractions and decimals; real-life
applications.
Teach a lesson relating to fractions and/or decimals.
CEC 4, 7 CF 1.3.5 IS 4
Objectives Part 7: Upper-Grade Topics
Recognize the diverse needs of secondary students with
disabilities in the area of mathematics.
Identify transitional needs of secondary students planning to enter college,
vocational training, transition programs, or work settings.
Formulate /review transition plans for secondary students.
Identify present and future needs in the area of functional mathematics for the
secondary student.
Create/assemble activities to remediate difficulties for secondary students
receiving special education services in functional mathematics or tutoring in
inclusionary math classes.
CEC 4, 7 CF 1.3.3 IS 2
Objectives Part 8: Computers; Evaluation of Materials;
Assessment; IEPs; Other Topics
Describe difficulties students with disabilities may have
with computer soft ware for mathematics.
Identify ways computer software may be used for problem solving and practice in
mathematics.
Evaluate textbook materials for use with students with disabilities.
Design textbook adaptations for use with students with disabilities.
Administer formal and informal diagnostic math assessments.
Evaluate information gained from formal/informal math assessments and IEP levels
of performance.
Complete/evaluate a simulated IEP for a student with difficulties in
mathematics.
Describe the role of the special education teacher in an inclusive setting and
as a member of the special education team.
Describe ways to teach measurement and geometry to students with disabilities.
CEC 8, 9, 10 CF 1.3.5 IS 8, 6
Instruction Method/Mode of Delivery:
Discussion Board
Activities and projects
Case Study
Lesson planning
Assembly of activities and materials
Student Requirements:
Attendance Policy:
Students are expected to post on the discussion board on a
timely basis, and to complete all assigned work by the dead lines . Instructor
will deduct attendance/discussion board points if the requirements are not met.
Please notify the instructor, in advance if possible, if you can not post your
assignments.
Student Assessment Procedures:
Final Project: 175 pts.
Final Project Outline 25 pts.
Case Studies: 150 pts
Lesson Plan: 25 pts
Discussion Board: 40 pts.
Reading Questions: 35 pts
TOTAL POINTS POSSIBLE FOR COURSE: 450 points
