California State University, Sacramento

Department of Teaching Credentials / College of Education

EDMS 314
Mathematics Curriculum and Instruction for the Diverse K-8
Classroom (Section 3)

Instructor: Sarah Ives, Ph.D.

Zoom & Hours: Zoom ID: 879 4710 6496, Mon & Tues 10-12pm, and by appointment
Class Time & Location: Wednesdays 9:00am – 11:50am, Zoom ID:876 2619 6858; EUR
320 when on campus (F2F)
Email: sarah.ives@csus.edu
Website: Canvas course website (sign-in to canvas.csus.edu) Communication
e-mail is best
NOTE: The program expects that you will use your Sac State email for all professional email
communication (i.e., with professors, supervisors, school staff, etc.).

Social Justice Defined

Social Justice encompasses educational, economic, and political, arenas. Social Justice is a
commitment to equity and fairness in treatment and access to opportunities and resources for
everyone, recognizing that all is not equal. Social Justice means that we work actively to
eradicate structural and institutional racism, sexism, classism, linguicism, ableism, ageism,
heterosexism, religious bias, and xenophobia. Social Justice means that we as educators are
responsible for the collective good of society, not simply our own individual interests.
(California Teachers’ Association)

Course Description
Focusing on a "meaning approach" to mathematics, which prepares teacher candidates to teach
mathematics content standards for California public schools to all students, including English
Learners and special needs; to use analytical and critical thinking skills in mathematics; and to
infuse mathematics topics, themes, and concepts into other subject areas. Discussion, field visits,
microteaching, demonstrations, presentations, and technological applications for mathematics
will be included. Lecture two hours; field study one hour. Prerequisite: Admission to Multiple
Subject Teacher Credential Program. Graded: Graded Student. Units: 3.0

Course Objectives
This course will introduce teacher candidates to the following, with the expectation that by the end
of the program, the candidates will be able to do the following TPEs:

1.1 Apply knowledge of students, including their prior experiences, interests, and social-
emotional learning needs, as well as their funds of knowledge and cultural, language, and
socioeconomic backgrounds, to engage them in learning.
1.3 Connect subject matter to real-life contexts and provide active learning experiences to
engage student interest, support student motivation, and allow students to extend their learning.
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1.4 Use a variety of developmentally and ability-appropriate instructional strategies, resources,
and assistive technology, including principles of Universal Design of Learning (UDL) and
Multi Tiered System of Supports (MTSS) to support access to the curriculum for a wide range
of learners within the general education classroom and environment.
1.5 Promote students' critical and creative thinking and analysis through activities that provide
opportunities for inquiry, problem solving, responding to and framing meaningful
questions, and reflection.
1.8 Monitor student learning and adjust instruction while teaching so that students continue to
be actively engaged in learning.
2.2.Create learning environments (i.e., traditional, blended, and online) that promote productive
student learning, encourage positive interactions among students, reflect diversity and
multiple perspectives, and are culturally responsive.
2.5 Maintain high expectations for learning with appropriate support for the full range of
students in the classroom.
2.6 Establish and maintain clear expectations for positive classroom behavior and for student- to
student and student-to-teacher interactions by communicating classroom routines,
procedures, and norms to students and families.
3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards
and curriculum frameworks.
3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate
student understanding of subject matter, and make accommodations and/or modifications
as needed to promote student access to the curriculum.
3.3 Plan, design, implement, and monitor instruction consistent with current subject-specific
pedagogy in the content area(s) of instruction, and design and implement disciplinary and
cross-disciplinary learning sequences, including integrating the visual and performing arts
as applicable to the discipline.
3.4 Individually and through consultation and collaboration with other educators and members
of the larger school community, plan for effective subject matter instruction and use multiple
means of representing, expressing, and engaging students to demonstrate their knowledge.
3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology,
including assistive technology, to facilitate students' equitable access to the curriculum. 4.7 Plan
instruction that promotes a range of communication strategies and activity modes between teacher
and student and among students that encourage student participation in learning. 5.1 Apply
knowledge of the purposes, characteristics, and appropriate uses of different types of assessments
(e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance)
to design and administer classroom assessments, including use of scoring rubrics.
5.2 Collect and analyze assessment data from multiple measures and sources to plan and
modify instruction and document students' learning over time.
6.1 Reflect on their own teaching practice and level of subject matter and pedagogical
knowledge to plan and implement instruction that can improve student learning.

For full text of the CCTC TPEs go to: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted

tpes-2016.pdf?sfvrsn=8cb2c410_0
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Required Texts & Readings
• Becoming the Math Teacher You Wish You'd Had, Author: Zager, Publisher: Stenhouse
Publishers, Year: 2016, ISBN 9781571109965
• Download California Common Core State Standards Mathematics at:
http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.PDF •
Download California Mathematics Frameworks:
http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp

Methods of Instruction
For the in-class portion of the course, I will use a variety of instructional methods including
lecture, discussion, collaborative group work, rehearsals, simulated student interviews,
etc.

Online Component
I will make all course materials available on the Canvas Learning Management System. I will
maintain electronic readings, presentations, updates to the course schedule, assignment
descriptions, and grades at this site. You will receive course announcements via Canvas and you
will submit all assignments to Canvas (except Mini-EdTPA, via TaskStream). You will also have
a few assignments using video that you will complete in GoReact, grades will be in Canvas.

Expectations for Teacher Candidate Conduct

I expect you to complete readings and activities/assignments prior to the start of class for which
they are due (see course schedule). During class, I expect you to contribute succinct input that is
relevant to the discussion topic and that adds to the intellectual substance of the class. This
course requires active participation from all of you, which means both sharing ideas and
listening to others. Because other students’ views may not align with your own, it is imperative
that you respect disparate opinions. The class should be a productive learning environment in
which we all can learn from one another, from myself as the instructor, from texts, and from
course activities. Please refer to the description of assignments and schedule of assignments for
details about assignment parameters and due dates.

NOTE: If you are completing assignments for this course at a school site, all of our expectations
and policies (as detailed in the Policies and Procedures Handbook and the Field Placement
Handbook, available on the department website) are in effect.

Course Assignments
1) Weekly Homework (50%) Description: The weekly homework will vary in format and
content from week to week and will be in Canvas. Below you will find descriptions of the
different types of weekly homework:
• Reading discussions: Each week there will be either an in-class or online discussion
of the assigned readings. These discussions are intended to keep you accountable for
course readings, help you process the readings individually, and determine how
theoretical concepts can be directly applied to classroom practice or course
 assignments.
• Formative Assessments: There will be several formative assessments throughout the
semester (weekly exit tickets, in-class assessments, etc). The mathematics content for

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that week will be the basis for the formative assessments but could include any
mathematics up to date.
• Field Assignments: There will be two field assignments related to the High Leverage
Practice (HLP) of Eliciting and Interpreting Student Thinking – an individual student
interview (wk 6), and a small group number talk (wk 9). These assignments will
include submitting videos in GoReact and receiving feedback from myself and
classmates.
2) Mathematics Portfolio (25%): Description: Throughout this course you will be interacting
with and exploring many mathematical topics, ideas, and tasks. To create a professional
resource, you will keep an electronic Mathematics Portfolio. You will organize your portfolio
based on the major topics of the course (e.g. math content; culturally responsive teaching and
equity; Common Core Math Practices; pedagogy-how we teach math). This organization is
up to you – the process of creating the portfolio is part of the purpose of this assessment. This
portfolio should go beyond the resources we provide in class and may include resources you
find on the internet, get in your fieldwork placement, develop with peers, etc. Due Dates:
progress check wk 12, due wk 15.
3) Mini-EdTPA (see TPEs in the mini-EdTPA assignment p. 8-11 this document) (25%): You
will create a “Mini-EdTPA” assignment for the course. You will design a two-day
mathematics learning sequence. You will decide on the topic for the learning segment,
although your placement will most likely determine it. Three “tasks” make up the EdTPA;
however, the primary focus of the mini-EdTPA will be the planning and the instruction tasks.
You will be required to video record your mathematics teaching and select a clip, up to 7
minutes long, that encompasses particular elements. For each task, you will address a few
commentary prompts. I will post more information in Canvas.

Grading
• Grading Distribution
Assignment % of Final Grade

Weekly Homework (reading discussions, formative 50%

assessments, Field Assignments)

Mathematics Portfolio & Class Participation 25%

Signature Assignment (Mini-edTPA) 25%

Total 100%

• Grading Criteria for Course Grade

Scaled Score Letter Scaled Score Letter Equivalent
Equivalent
 100 – 93 A 79.9 – 77 C+

92.9 – 90 A- 76.9 – 73 C

89.9 – 87 B+ 72.9 – 70 C

86.9 – 83 B 69.9 – 60 D

82.9 – 80 B- Less than 60 F

• Access to Grades
I will post and update the grades every week in Canvas. I will adjust course assignments so
as not to penalize anyone who becomes ill or placed under quarantine during the COVID-19

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pandemic. If you need an extension on any assignments, contact me, provide a doctor’s
note.
Course Policies
• Attendance
Attendance is essential and I will document it each week. When you are absent, it not only
influences your learning, but also that of your peers. As such, missing more than TWO
classes will result in a lower grade. An on-time arrival to the class is expected and required
because your participation in the class is crucial for its success and for your learning. Thus,
arriving to class or returning from breaks more than ten minutes late or leaving early from
class may result in a recorded absence. If you cannot avoid an absence, it is your
responsibility to inform me, arrange to submit assignments on time, obtain distributed class
materials, and acquire class notes.
I will adjust course attendance policies so as not to penalize you if you become ill or are
placed under quarantine during the COVID-19 pandemic. Contact me to develop a timeline for
making up and completing course assignments. You must also submit a doctor’s note. • Late
Work
Complete all assignments by the due dates. You will submit all out-of-class assignments to
Canvas by 9am the day the assignment is due (unless stated otherwise). For each day your
assignment is late, I will penalize the score 10%. You must submit ALL work (no matter how
late) for credit towards course completion; this means that even if you can mathematically
compute your course grade as a passing grade, you may not pass the course with assignments
missing. Note, when submitting late work you forfeit the opportunity to receive feedback and
forfeit the opportunity to resubmit improved work for a different grade.
• Incompletes
It is the student’s responsibility to request a grade of Incomplete. An instructor may or may
not grant this request and will consider such factors as student’s work to-date and amount of
work still to be completed in making a determination. This instructor follows the details of
the university’s grading policy for incompletes:
http://catalog.csus.edu/12-14/first%20100%20pages/academicpolicies.htm
l • Advising
 I am available for individual advising throughout the semester. Candidates can also arrange
for telephone advising and/or E-mail advising. Refer to preferred communication process on
page 1.

University Policies
• Academic Honesty
I expect you to be familiar with the University’s Academic Honesty, Policy & Procedures.
You can access the policy on Academic Honesty and other information regarding student
conduct from the University Policy Manual (http://www.csus.edu/umanual/index.htm).
Plagiarism is defined in the University Policy Manual and the consequences for engaging in
this particular behavior will be to receive no credit on that assignment.
(http://library.csus.edu/content2.asp?pageID=353).

• Reasonable Accommodation Policy

If you have a disability and require accommodations, you need to provide disability
documentation to Services for Students with Disabilities (SSWD). For more information

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please visit the SSWD website (http://www.csus.edu/sswd/). They are located in Lassen Hall
1008 and can be contacted by phone at (916) 278-6955 (Voice) (916) 278-7239 (TDD only)
or via email at sswd@csus.edu. Once you have met with staff in the SSWD, please share any
documentation with me and discuss your accommodation needs with me after class or during
my office hours early in the semester.

• Basic Needs Support

If you are experiencing challenges in the area of food and/or stable housing, help is just a
click, email or phone call away! Sacramento State offers basic needs support for students
who are experiencing challenges in these areas. Please visit our Basic Needs website to learn
more about your options and resources available. https://www.csus.edu/basicneeds/

If you are experiencing any COVID-like symptoms (fever, cough, sore throat, muscle aches,
loss of smell or taste, nausea, diarrhea, or headache) or have had exposure to someone who
has tested positive for COVID contact Student Health & Counseling Services (SHCS) at
916-278-6461 to receive guidance and/or medical care. You are asked to report any possible
COVID related illnesses/exposures to SHCS via this link COVID-19 Illness/Exposure Report
Form. Expect a call from SHCS within 24 hours.

Flexibility Clause
The aforementioned requirements, assignments, policies, evaluation procedures, etc. are subject
to change. I will consider candidates' experiences and needs, as well as emerging knowledge
when modifying this course syllabus.
Please note: It is the candidate’s responsibility to check Canvas for corrections or updates to the
syllabus. I will post any changes to Canvas.

Course Schedule (Note: This is tentative, may change based on instructor’s discretion)
Class Topics & HLPs Readings and assignments due/ Prep for Class
 1 Introduction to DUE: Pre-class Survey https://forms.gle/ncQdgbjeaKaQSMXm7
course; What
mathematics? For
Whom? For What
Purposes?

2 CCSS-M Overview DUE: Math Autobiography, readings for wk2

& Critical Areas; Read: Chs 1 & 2 BMT Breaking the Cycle & What
Number Sense do Mathematicians do?
Routines Read CCSS-M Framework chapter for your placement grade level

HLP: Academic
Norms & Routines

3 Introduce and DUE: Online discussion, Baseline Video (GoReact)

Prepare EIST Article Instrumental vs. Relational (Skemp, 1978)
w/individual Online discussion of article
student; Base-10
Blocks
HLP: Eliciting &
Interpreting
Student Thinking
(Introduce and
Prepare)

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Class Topics & HLPs Readings and assignments due/ Prep for Class

4 Peer-run Throughs DUE: CT interview notes

Number Talks Read: Ch 3 BMT Mathematicians Take Risks; & Ch 4
BMT Mathematicians Make Mistakes
HLP: Eliciting &
Interpreting
Student Thinking
(Introduce and
Prepare)

5 Unpack DUE: [Field Assignment 1 due next week]

Mini-EdTPA, Read: Ch 5 BMT Mathematicians are Precise & Ch 6
Launch & Close BMT Mathematicians Rise to a Challenge
debrief

HLP: Eliciting &

Interpreting
Student Thinking
(Enact)
 6 Analyze FA1; DUE: Field Assignment #1 Individual Student EIST
UDL; Introduce Read: Ch 7 BMT Mathematicians Ask Questions; Ch 8
Number BMT Mathematicians Connect Ideas;
Talks Field
Assignment 2

HLP: Eliciting &

Interpreting
Student Thinking
(Analyze)

7 Prepare Field DUE: HW Fractions and Small Group # Talks

Assignment 2 Article Warning Signs! (Jacobs et al, 2014)
Small Group Online Discussion of article
Number Talk

8 Mid-Term DUE: [Field Assignment 2 due next week]

Assessment Article How Old is the Shepherd? (Merseth, 1993)
Online Discussion of article

9 Analyze Field DUE: Field Assignment #2 Small Group Number

Assignment 2 Talk Read: Ch 9 BMT Mathematicians use
Small Group Intuition; Ch 10 Mathematicians Reason
Number Talk

HLP: Eliciting &

Interpreting
Student Thinking
(Analyze)

10 Academic DUE: Pre-HW Fraction videos

Language; Article Multi-Cultural Mathematics (Philipp, 1996)
Curriculum Guides Online discussion of article
& Fraction Strips
HLP: Modeling
and Explaining
Content
(Introduce &
Practice)

11 Mini EdTPA work DUE: Draft Mini-EdTPA

time

12 3-Act Lessons, CRA DUE: Math Portfolio progress check; Mini-EdTPA (in
11/18 Taskstream) Article Take a Bite out of Fractions (Cengiz &
Rathouz, 2011)

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Class Topics & HLPs Readings and assignments due/ Prep for Class
 HLP: MEC Online discussion of article
(Analyze), Leading
a Group
Discussion (Enact)

13 NO CLASS Relax! Enjoy some down-time!!

11/25 (Thanksgiving week) OR- if you want to get away from family for a bit- you
could work on your Math Portfolio [due in a few weeks
12/9]

14 Singapore DUE:
12/2 Method; Read: Ch 11 Mathematicians Prove; Ch 12 Mathematicians
Number Sense Work Together and Alone
Routines revisited

15 Mini-EdTPA DUE: Math Portfolio

Feedback; Math Read: Ch 13 “Favorable Conditions” for all Math Students
Games

EDMS 314: Mini-edTPA Assignment

Purpose:
As of July 2008, California statute (Chap. 517, Stats. 2006) requires all candidates for a
preliminary Multiple and Single Subject Teaching Credential to pass an assessment of their
teaching performance with K-12 public school students as part of the requirements for earning a
teaching credential. Our credential program has decided to use the edTPA for this requirement.
The purpose of this assignment is to provide an experience that will dovetail with the edTPA.
While edTPA is 3 to 5 days of teaching, this assignment parallels the edTPA but deals with only
two lesson plans and teaching only one of the lessons you created. It is also much briefer. The
assignment for the course is a miniature version of edTPA. You will complete parts of 2 out of
the 4 edTPA tasks (Planning and Instruction).

Candidates must plan a 2 days learning segment of cohesive instruction within a central
focus that supports students in building conceptual understanding, computational/procedural
fluency, and mathematical reasoning skills. The planning portion of the assignment will
demonstrate candidates’ ability to organize curriculum, instruction, and assessment to help
students meet the standards for the curriculum content and to develop academic language related
to that content. Candidates will teach a portion of the learning segment and address the prompts.

As you prepare your work here, you should look at the actual edTPA Handbook and
rubric. Both can be found on Dr. Lim’s webpage, http://www.csus.edu/indiv/l/limb/. The
Handbook has a glossary of terms and very explicit prompts. The rubric focuses on how the
edTPA is graded. It stresses nuances that are important in achieving a high score. You should
also go to the edTPA website, http://www.edtpa.com, and examine their more complete edTPA
materials.

In the mini-edTPA, you want to

▪ show the strategies you use to make mathematics accessible to your students ▪
 explain the thinking underlying your teaching decisions

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▪ give particular attention to students with diverse cultural, language, and socio-economic
backgrounds and learning needs.

Final Product

You will need to plan and teach a balanced mathematics lesson. You will submit the items
below to the TaskStream.
1. One lesson plan (please use the CSUS multiple subjects lesson plan template),
2. Up to 7 minute video clip of you teaching the lesson,
3. Responses to the prompts (see below for the prompts).

Evaluation

I will assess the signature assignment in TaskStream using a five-point edTPA rubric
with descriptors for each level.

Task 1. Planning (Scored with edTPA rubric 1): For this task you will demonstrate your
skills associated with planning the instruction for your learning segment. The lesson plan should
support students in building 1) conceptual understanding, 2) computational/procedural fluency,
and 3) mathematical reasoning skills. It is important that you address all three areas in an
interconnected approach in your planning.

• For this task you will submit one lesson plan using the CSUS multiple subjects lesson
plan template.

Task 2. Instruction (Scored with rubrics 7, 8, and 9): This task enables you to show your
instruction in action through teaching a lesson. During teaching, you need to engage students
in mathematical concepts and elicit responses to promote thinking and to develop conceptual
understanding, procedural fluency, and mathematical reasoning and /or problem solving
skills. You will also respond to a series of prompts to explain how you facilitated students’
learning and engaged them in understanding mathematical concepts and in mathematical
discourse.

• For this task you will video record your teaching of the lesson. You will make the
appropriate cuts and submit the video clip to the TaskStream.

Address the following prompts (These are identical to the edTPA prompts. Please include
these prompts with your responses.).

1. Central Focus (TPE 3.1, 3.3 and 3.4)

a. Describe the central focus and purpose of the content you will teach in the learning
segment.
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
 ▪ conceptual understanding,
▪ procedural fluency, AND

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▪ mathematical reasoning and/or problem-solving skills.
c. Explain how your plans build on each other to help students make connections between ▪
concepts,
▪ computations/procedures, AND
▪ mathematical reasoning or problem-solving strategies
to build understanding of mathematics.

2. Engaging Students in Learning (TPE 1.1, 1.3, 2.5, 2.6, 3.4, and 4.7) Refer to examples
from the video clip in your responses to the prompts.
a. Explain how your instruction engaged students in developing understanding of mathematical
concepts.
b. Describe how your instruction linked students’ prior academic learning and personal, cultural,
and/or community assets with new learning.

3. Deepening Student Learning during Instruction (TPE 1.5, 1.8, 2.5, and 3.3) Refer to
examples from the video clip(s) in your explanations.
a. Explain how you elicited and built on student responses to promote thinking and develop
understanding of mathematical concepts.
b. Explain how you used representations (manipulatives, models, tools, diagrams, charts) to
support students’ understanding and use of mathematical concepts.

I will evaluate your assignments using the five edTPA Rubrics below

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