CCLD317 - Summer 2023 - KPShah

Adapted for use by Keenjal Pattni-Shah, Summer 2023 © Susan Jagger 2022 Page 1 of 13 Faculty of Community Services School of Early Childhood Studies CLD 317: Concept Development in Mathematics Summer 2023 Tuesdays: 6:00 pm – 8:00 pm Toronto is in the ‘Dish With One Spoon Territory’. The Dish With One Spoon is a treaty between the Anishinaabe, Mississaugas, and Haudenosaunee that bound them to share the territory and protect the land. Subsequent Indigenous Nations and peoples, Europeans, and all newcomers have been invited into this treaty in the spirit of peace, friendship, and respect. We are grateful to be able to learn, teach, and live on and with this land. Instructor Information ● Instructor Name: Dr. Keenjal Pattni-Shah ● Office Location: N/A ● Office Hours: By appointment ● Phone: (416) 315-9756 Course Website: my.torontomu.ca for D2L ● Email Address: keenjal.pattnishah@torontomu.ca Email Policy Email is the best way to be in touch so please feel free to contact me: keenjal.pattnishah@torontomu.ca. I will try to respond to emails within 48 hours but do note that I am not available on evenings or weekends. Note: In accordance with the Policy on Ryerson Student E-mail Accounts (Policy 157), Toronto Metropolitan University (TMU) requires that any electronic communication by students to TMU faculty or staff be sent from their official university email account. I only respond to emails from your @ryerson.ca email account. Course Description Students examine how young children aged birth to 8 understand and engage in mathematical knowledge, concepts, and processes. Students explore and critique different theories of mathematical approaches to learning, such as inquiry-based models. Experiences designing and

© Susan Jagger 2022 Adapted for use by Keenjal Pattni-Shah, Summer 2023 Page 2 of 13 teaching lessons, creating physical and social environments to promote mathematical thinking, and assessing children’s knowledge and skills encourage positive attitudes toward mathematics in the learning environment. Prerequisite: CLD 212 or direct entry Course Details Teaching Methods This course is offered on Tuesdays from 6:00 pm to 8:00 pm. We will meet on Google Meet every Tuesday from 6:00 pm to 8:00 pm. Please ensure that you attend these meetings. We will discuss readings, talk about the course material, and discuss lecture material and assignments. Our first Google Meet will be on the first Tuesday (January 17) of class. I will post the link and lecture material on D2L. New lecture material will be posted by Monday evening before each class. You are responsible for ALL the readings and for reviewing this lecture material. Course Materials All course readings (journal articles, book chapters, curriculum documents) are posted on D2L. Please ensure that you have access to D2L and the CLD 317 course shell. You may wish to familiarize yourself with resources for using D2L Brightspace . Course Learning Outcomes Upon completion of the course, you will:  Understand mathematical concepts and content areas relevant to early years.  Know and be able to apply in practice various curricular and pedagogical approaches in early years mathematics.  Recognize and appreciate the richness and diversity of mathematical knowledge and processes and their application in a range of contexts and environments.  Realize and explore the connections between mathematics and other curricular areas and contexts.

© Susan Jagger 2022 Adapted for use by Keenjal Pattni-Shah, Summer 2023 Page 4 of 13 submitted to this plagiarism detection service must, by the end of the second week of class, consult with their instructor to make alternate arrangements. Course Schedule – Topics and Readings Week Date Topic Readings Week 1 June 13 GOOGLE MEET: 6:00 PM TO 8:00 PM Math & Children Cwikla, J. (2014). Can kindergartners do fractions? Teaching Children Mathematics, 20 (6), 354-364. MacDonald, A., & Murphy, S. (2021). Mathematics education for children under four years of age: A systematic review of the literature. Early Years, 41 (5), 522-539. Math & Experience Reflection due Linder, S. M., Powers-Costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39 (1), 29- 37. Thom, J. S. (2017, 27 November - 10 December). All about… embodied learning. Nursery World , 17-21. Week 2 June 20 GOOGLE MEET: 6:00 PM TO 8:00 PM Math & Play Lee, S. (2012). Toddlers as mathematicians? Australasian Journal of Early Childhood, 37 (1), 30-37. Parks, A. N., & Blom, D. C. (2013/2014). Helping young children see math in play. Teaching Children Mathematics, 20 (5), 310-317. Smith, M. (2022). Play and mathematics in an English early years classroom. In

© Susan Jagger 2022 Adapted for use by Keenjal Pattni-Shah, Summer 2023 Page 5 of 13 S. D. Tunnicliffe & T. Kennedy (Eds.), Play and STEM education in the early years (pp. 149-166). Springer Nature. Math & Indigenous Knowing and Being Proposal due Beatty, R., & Blair, D. (2015). Indigenous pedagogy for early mathematics: Algonquin looming in a grade 2 math classroom. The International Journal of Holistic Early Learning and Development, 1 , 3-24. First Nations Education Steering Committee and First Nations Schools Association. (2020). FAQs. In In our own words: Bringing authentic First Nations content to the K-3 classroom (pp. 7-20). FNESC and FNSA. Nicol, C., Archibald, J., & Baker, J. (2013). Designing a model of culturally responsive mathematics education: Place, relationships, and storywork. Mathematics Education Research Journal, 25 , 73-89. Week 3 June 27 GOOGLE MEET: 6:00 PM TO 8:00 PM Math & Diversity Proposal due Abdulrahim, N. A., & Orosco, M. J. (2020). Culturally responsive mathematics teaching: A research synthesis. The Urban Review, 52 (1), 1- 25. Cahnmann, M. S., & Remillard, J. T. (2002). What counts and how: Mathematics teaching in culturally, linguistically, and socioeconomically diverse urban settings. The Urban Review, 34 (3), 179-204.

© Susan Jagger 2022 Adapted for use by Keenjal Pattni-Shah, Summer 2023 Page 7 of 13 Week 5 July 11 GOOGLE MEET: 6:00 PM TO 8:00 PM Math & Planning Paper due Small, M. (2021). Planning instruction. In Making math meaningful to Canadian students, K-8 (pp. 63-89). Nelson. Math & Community Burton, M., & Baum, A. C. (2009). Engage families in meaningful mathematics. Teaching Children Mathematics, 16 (1), 12-15. Glanfield, F., & Sterenberg, G. (2020). Understanding the landscape of culturally responsive education within a community-driven mathematics education research project. In C. Nicol, Q. Q. Xiiem, J. Archibald, F. Glanfield, & A. J. Dawson (Eds.), Living culturally responsive mathematics education with/in Indigenous communities (pp. 71-90). Brill Sense. MacDonald, A. (2012). Young children’s photographs of measurement in the home. Early Years, 32 (1), 71-85. Week 6 July 18 GOOGLE MEET: 6:00 PM TO 8:00 PM Math & Environment Sequence of lesson plans due Jagger, S. (2018). Opening a space of/for curriculum: The learning garden as context and content for difference in mathematics education. In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in mathematics education (pp. 89-106). Springer International. Minetola, J., Serr, K., & Nelson, L. (2012). Authentic geometry adventures. Teaching Children Mathematics, 18 (7), 434-438.

© Susan Jagger 2022 Adapted for use by Keenjal Pattni-Shah, Summer 2023 Page 8 of 13 Week 7 July 25 GOOGLE MEET: 6:00 PM TO 8:00 PM Math & the Educator Vision paper due Linder, S. M., & Simpson, A. (2018). Toward an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers. Contemporary Issues in Early Childhood, 19 (3), 274-296. Evaluation The following are the graded assignments and assessments in the course. These will be discussed more fully in class and evaluation rubrics and checklists will be shared on D2L. All assignments are to be submitted to D2L (no paper assignments). Assignments must be submitted on or before the due date unless prior written permission of the instructor has been obtained or documented evidence of the reason for lateness has been presented. A deduction of 5% per day (including Saturday and Sunday) will be made for late assignments for up to 5 days beyond the due date. Assignments later than this will not be accepted. Reflection on Math Learning and Teaching and Vision for Math Learning and Teaching (30%) In this two-part assignment, you will look back and reflect on your own experiences as a mathematics learner and on the math teaching that you experienced and look ahead and share your vision for math learning and teaching that you facilitate. Your reflection (Part 1) will be at least two pages double-spaced and is due before class in Week 2. Your vision (Part 2) will also be at least two pages double-spaced and is due the first day of exams. Proposal (10%) You will prepare a brief proposal for the paper and sequence of learning/lesson plans that you will be completing in the course. The paper and sequence of plans can relate to one of the weekly topics (math and …. ) or a different bringing together of math and another topic or context. The proposal should be about one paragraph in length and include what your topic is, why it is important or of interest to you, and include three initial references. Your proposal is due before class in Week 4.

© Susan Jagger 2022 Adapted for use by Keenjal Pattni-Shah, Summer 2023 Page 10 of 13 University Policies As with all courses, in CLD 317, we adhere to all relevant university policies. These are detailed on the Senate website . Of particular note to students are: Policy 159 – Academic Accommodation of Students with Disabilities ; Policy 167 – Academic Consideration ; Policy 60 – Academic Integrity ; Policy 150 – Accommodation of Student Religious, Aboriginal, and Spiritual Observance ; Policy 168 – Grade and Standing Appeals ; Policy 157 – Ryerson Email Accounts ; and Policy 61 – Student Code of Non-academic Conduct . Important Resources Available at Toronto Metropolitan University ● The Library provides research workshops and individual assistance. If the University is open, there is a Research Help desk on the second floor of the library, or students can use the Library's virtual research help service at https://library.ryerson.ca/ask/ to speak with a librarian. ● Student Life and Learning Support offers group-based and individual help with writing, math, study skills, and transition support, as well as resources and checklists to support students as online learners. ● You can submit an Academic Consideration Request when an extenuating circumstance has occurred that has significantly impacted your ability to fulfill an academic requirement. You may always visit the Senate website and select the blue radial button on the top right hand side entitled: Academic Consideration Request (ACR) to submit this request). Please note that the Provost/ Vice President Academic and Dean's approved a COVID-19 statement for Fall 2022 related to academic consideration. This statement will be built into the Online Academic Consideration System and will also be on the Senate website ( www.ryerson.ca/senate ) in time for the Fall term: Policy 167: Academic Consideration for Fall 2022 due to COVID-19: Students who miss an assessment due to cold or flu-like symptoms, or due to self-isolation, are required to provide a health certificate. All absences must follow Senate Policy 167: Academic Consideration .

© Susan Jagger 2022 Adapted for use by Keenjal Pattni-Shah, Summer 2023 Page 11 of 13 Also NOTE: Policy 167: Academic Consideration does allow for a once per term academic consideration request without supporting documentation if the absence is less than 3 days in duration and is not for a final exam/final assessment. If the absence is more than 3 days in duration and/or is for a final exam/final assessment, documentation is required. For more information please see Senate Policy 167: Academic Consideration. ● TMU COVID-19 Information and Updates for Students summarizes the variety of resources available to students during the pandemic. ● TMU COVID-19 Vaccination Policy ● If taking a remote course, familiarize yourself with the tools you will need to use for remote learning. The Remote Learning guide for students includes guides to completing quizzes or exams in D2L Brightspace, with or without Respondus LockDown Browser and Monitor , using D2L Brightspace , joining online meetings or lectures, and collaborating with the Google Suite. ● Information on Copyright for Faculty and students . Accessibility Academic Accommodation Support Academic Accommodation Support (AAS) is the university's disability services office. AAS works directly with incoming and returning students looking for help with their academic accommodations. AAS works with any student who requires academic accommodation regardless of program or course load. ● Learn more about Academic Accommodation Support ● Learn how to register with AAS Academic Accommodations (for students with disabilities) and Academic Consideration (for students faced with extenuating circumstances that can include short-term health issues) are governed by two different university policies. Learn more about Academic Accommodations versus Academic Consideration and how to access each.

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