Laying the Foundation: Building a Deep Understanding of Number, Silvis & Stanhope, Summer 2020

Note: TUITION FOR THIS COURSE IS PAYABLE TO CORNERSTONE MATHEMATICS.

Course Description

This 3-credit graduate course will focus on developing a deeper understanding of the foundational concepts of early numeracy; examining how students develop an understanding of number; and exploring ways to promote early numeracy development throughout the day.

Audience: Appropriate for Early Educators, Primary and Elementary level as well as Special Educators. 

Course Objectives

• Develop a deeper understanding of the foundational concepts of early numeracy including counting, number sense, magnitude, properties of number, and place value as these concepts evolve in the Common Core State Standards; 
• Examine how students develop an understanding of number, and the common errors and misconceptions students have about number;
• Explore ways to assess and promote early numeracy development throughout the day.

Required Readings/Texts:

Barnett-Clarke, Carne and Alma Ramirez, eds.  2003.  Number Sense and Operations in the Primary Grades: Hard to Teach and Hard to Learn?, 39-45; 89-97. Portsmouth, NH:  Heinemann.

Baroody, Arthur J. and Jesse L. M. Wilkins.  1999. “The Development of Informal

Counting, Number, and Arithmetic Skills and Concepts.”  In Mathematics

in the Early Years, ed. Juanita V. Copley, 48-65.  Reston, VA:  National Council

of Teachers of Mathematics. 

Clements, D. H. (March 01, 1999). Subitizing: What Is It? Why Teach It?. Teaching Children Mathematics, 5, 7, 400-405.

Fuson, Karen C., Laura Grandau, and Particia A. Sugiyama.  May 2001 “Achievable

            Numerical Understandings for All Young Children.”  Teaching Children

      Mathematics, 522-526.

Guberman, Steven R.  1999. “Cultural Aspects of Young Children’s Mathematics

Knowledge.”  In Mathematics in the Early Years, ed. Juanita V. Copley, 32-33.

Reston, VA:  National Council of Teachers of Mathematics. 

Hiebert, James et. al.  1997.  Making Sense, 7-12; 53-63.  Portsmouth, NH: Heinemann.

Kari, A. R., & Anderson, C. B. (January 01, 2003). Opportunities to Develop Place Value through Student Dialogue. Teaching Children Mathematics, 10, 78-82.

Kliman, Marlene and Susan Jo Russell.  1998.  Investigations in Number, Data, and

            Space: The Number System: Building Number Sense (Grade 1), 11-12; 28. 

            Cambridge, MA:  Dale Seymour Publications.

National Council of Teachers of Mathematics.  2000.  Principles and Standards for

            School Mathematics, 73-77; 78-88; 122-135.  Reston, VA:  National Council of

            Teachers of Mathematics.

National Research Council.  2002.  Helping Children Learn Mathematics, 8-9. 

            Washington, DC:  National Academy Press.

Tondevold, Christina. 2015. 4 Relationships That Will Increase Your Students’ Number Sense. Orofino, ID: Mathematically Minded, LLC

Temple, A. W. (January 01, 2016). Common Core brief: The place-value progression. Teaching Children Mathematics, 22, 8, 453

Additional Course Information

Course Requirements, Daily Assignments and Projects:

Maintain a notebook/journal which will include daily notes and reflections, reading assignments, games, activities, blackline masters, etc. (a 3-ring binder will be provided).

 Course Requirements

• Completion of assigned readings and other daily assignments
• Written reflections for each reading
• Completion of individual/group project and presentation
• Attendance at all sessions
• Active participation and helpfulness to colleagues

For additional course, registration and payment information

Loree Silvis
802.434.5080

Sandi Stanhope

802.527.7582

Register online now!