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1. YouSeeU Introduction: Introduce yourself to the class with the YouSeeU introduction video.
2. Course Community Space Activity #1 -Login and Set Profile: Login into the space and set your profile.
3. Course Community Space Activity #2 -Practice Discussion Topic Post: Reply to the practice topic posted in the discussion forums.
4. Course Community Space Activity #3 -Practice Blog Post: Practice making a blog post.
5. Course Community Space Activity #4 -Wiki: Add an educational resource to our math teaching resources wiki.
    

eReserve

• Seeley, C. (2014). Developing mathematical habits of mind: Looking at the background, context, and content of the Common Core Standards for Mathematical Practice. In Smarter Than We Think (pp. 247-259). Scholastic.
• Skemp, R. R. (2006). Relational Understanding and Instrumental Understanding. Mathematics teaching in the middle school, 12(2), 88-95. [reprinted from 1976 issue]
• Erlwanger, S. (1973). Benny’s conception of rules and answers in IPI mathematics. Journal of Children’s Mathematical Behavior, 1, 7-26.

Note: To access e-Reserves for this course, click on the "Student Resources" tab in the main menu to the left, then click "Library Reserves".

1. Lesson 1 Discussion Forum: Make your initial post.
2. Short Assignment 1: Start the concept map activity.

eReserve

• Darling-Hammond, L., Herman, J., Pellegrino, J., et al. (2013). Criteria for high-quality assessment. Stanford, CA: Stanford Center for Opportunity Policy in Education.
• Shepard, L., Davidson, K., & Bowman, R. (2011). How middle-school mathematics teachers use interim and benchmark assessment data. (CRESST Report 807). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
• Shepard, L. A. (1997). Measuring Achievement: What Does It Mean To Test for Robust Understanding? William H. Angoff Memorial Lecture Series.

Optional

• Shepard, L.A. (2000). The role of assessment in a learning culture, Educational Researcher, 29(7), 4-14.

1. Lesson 1 Discussion Forum: Reply to and interact with peers.
2. Lesson 2 Discussion Forum: Make initial post.
3. Short Assignment 1: Submit the concept map activity.
4. Short Assignment 2: Begin the Assessment Comparison Table activity (due at the end of Lesson 3).

eReserve

• National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.  Reston, VA: NCTM.
  Selection:  Essential Element: “Professionalism” (pp. 99-108).
• Message 25 from Cathy Seeley’s book Smarter than we think. (“We’ve got the village, now what?: Making the most of professional learning communities”) pp. 195-202.
• Jacobs, V., Ambrose, R., Clement, L., & Brown, D. (2006). Using teacher-produced videotapes of student interviews as discussion catalysts. Teaching Children mathematics, February, 276-281.

1. Lesson 2 Discussion Forum: Reply to and interact with peers.
2. Lesson 3 Discussion Forum: Make initial post.
3. Short Assignment 2: Submit the comparison table activity.

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1. Lesson 3 Discussion Forum: Reply to and interact with peers.
2. Module 1 Discussion Forum Reflection: Post your reflection on the module 1 discussion forums.
3. Blog Post 1: Create and make first blog post.
4. Interview Project: Secure an interviewee, sign appropriate permissions and set a place and time for the interview between lessons 7 and 8

eReserve

• Carpenter, T., Fennema, E., Franke, M., Levi, L., & Empson, S. (2015). Children’s mathematics: Cognitively guided instruction. 2nd ed. (pp.7-42)

1. Lesson 4 Discussion Forum: Make initial post.
2. Interview Project: Groups will be assigned

eReserve

• Breyfogle, M. L., & Lynch, C. M. (2010). Van Hiele revisited. Mathematics Teaching in the Middle School, 16(4), 232-238.
• Shaughnessy, J. M., & Burger, W. F. (1985). Spadework prior to deduction in geometry. The Mathematics Teacher, 78(6), 419-428.
• Wright, R.. J et al. (2006). Teaching number: Advancing children’s skills & strategies. (2nd ed.) Paul Chapman Publishing: London. Pp. 6-15
• Norton, A., & McCloskey, A. (2008). Modeling students’ mathematics using Steffe’s fractions schemes. Teaching Children Mathematics, 15(1), 48-54.
• McCloskey, A., & Norton, A. (2009). Using Steffe’s advanced fraction schemes. Mathematics Teaching in the Middle School, 15(1), 44-50.

Note: To access e-Reserves for this course, click on the "Student Resources" tab in the main menu to the left, then click "Library Reserves".

1. Lesson 4 Discussion Forum: Reply to and interact with peers.
2. Lesson 5 Discussion Forum: Make initial post.
3. Short Assignment 3: Complete the framework quiz.

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1. Lesson 5 Discussion Forum: Reply to and interact with peers.
2. Module 2 Discussion Forum Reflection: Post your reflection on the module discussion forums.
3. Blog Post 2: Create and make second blog post.
4. Interview Project: Select a framework as a group

eReserve

• Labinowicz, E. (1985). Learning from children: New beginning for teaching numerical thinking. USA: Addison-Wesley. (Chapter 2)
• Buschman, L. (2001). Using Student Interviews To Guide Classroom Instruction: An Action Research Project. Teaching Children Mathematics, 8(4), 222-27.
• Hodges, T. E., Rose, T. D., & Hicks, A. D. (2012). Interviews as RtI Tools. Teaching Children's Mathematics, 19(1), 30-36.

Note: To access e-Reserves for this course, click on the "Student Resources" tab in the main menu to the left, then click "Library Reserves".

1. Lesson 6 Discussion Forum: Make initial post.
2. Interview Project: Group begins work on creating interview protocol

eReserve

• Tapper, J. (2012). Chapter 6: Student Interviews (pp. 89-126) from Solving for Why: Understanding, Assessing, and Teaching Students Who Struggle with Math, Grades K–8. New York: Scholastic.
• Ellemor-Collins, D. L., & Wright, R. J. (2008). Assessing Student Thinking about Arithmetic: Videotaped Interviews. Teaching Children Mathematics, 15(2), 106-111.
• Ginsburg, H., Jacobs, S., & Lopez, L. (1998). Chapter 6: Guidelines for flexible interviewing (pp. 141-161). In The teacher’s guide to flexible interviewing: learning what children know about math. Needham Heights, MA: Allyn & Bacon.

Note: To access e-Reserves for this course, click on the "Student Resources" tab in the main menu to the left, then click "Library Reserves".

1. Lesson 6 Discussion Forum: Reply to and interact with peers.
2. Lesson 7 Discussion Forum: Make initial post.
3. Interview Project: Group submits their complete interview protocol and wait for instructor approval

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1. Lesson 7 Discussion Forum: Reply to and interact with peers.
2. Module 3 Discussion Forum Reflection: Post your reflection on the module 3 discussion forums.
3. Blog Post 3: Create and post your third blog post.
4. Interview Project: Have interviews completed by the end of Lesson 8

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1. Interview Project: Complete the interview and begin to work with your group on the interview presentation.
2. Short Assignment 4: Submit a revised concept map and write a paragraph comparing it to your original.

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1. Interview Project: Complete and submit Interview project report (individual)
   1. See the Project Directions for expectations and submission details.
2. Interview Project: Continue to work with your group on the interview presentation

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1. Interview Project: Final group Presentations (YouSeeU)
   
   1. See the Project Directions for expectations and submission details.
2. Interview Project: Peer review two other groups’ presentations
3. Blog Post 4: Create and post the final course reflection blog post.