**COURSE TITLE:**

**NO. OF CREDITS:**

**3 QUARTER CREDITS[semester equivalent = 2.00 credits]**

WA CLOCK HRS: OREGON PDUs: |
3030 |

**INSTRUCTOR:**

**Suzanne Warnersw11235@yahoo.com**

**COURSE DESCRIPTION:**

Many students lack basic numeracy – the ability to think through math problems logically, solve problems, and apply math outside the classroom. This independent study course outlines nine critical thinking habits that foster numeracy and details practical ways to incorporate these habits into your instruction. The text, *Teaching Numeracy: 9 Critical Habits** to Ignite Mathematical Thinking*, refers to Common Core Standards, NCTM (National Council of Teachers of Mathematics) Standards, and numerous successful mathematical literacy practices. Included in each section is a “How Can I Do This in My Math Class…Tomorrow?” application section with multiple ideas and methods to incorporate numeracy into your classroom. No more will students arrive at wildly wrong answers and have no idea how or why!

This course is appropriate for teachers K-12.

**LEARNING OUTCOMES:** Upon completion of this course, participants will have:

- Explore the concept of numeracy and its relation to overall student success.
- Implement practical ways to incorporate numeracy habits into their classrooms.
- Transform mathematics learning from simply “doing the math” to “thinking about the math process.”
- Monitor students’ understanding of mathematics and mathematics vocabulary.
- Create numeracy-rich lesson plans
- Represent mathematics nonlinguistically.

**COURSE REQUIREMENTS:**

Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

**HOURS EARNED:**

Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.

**UNIVERSITY QUARTER CREDIT INFORMATION**

**REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT**

Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

- Completion of Information Acquisition assignments 30%
- Completion of Learning Application assignments 40%
- Completion of Integration Paper assignment 30%

**CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)**

Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

**ADDITIONAL COURSE INFORMATION**

**REQUIRED TEXT**

The text is Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking by Margie Pearse & K.M. Walton, about $20 on Amazon.

None. All reading is online.

**MATERIALS FEE**

Text, Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking, is approximately $20 on Amazon.

**QUALIFICATIONS FOR TEACHING THIS COURSE:**

**Suzanne Warner, M.S.,** received her Masters Degree in Education from the University of Rochester, New York. She has taught mathematics in the middle school, high school, and college settings, most recently in Oregon. Suzanne has been lauded by administrators, colleagues, students and parents regarding her teaching and classroom management skills. Her students enjoy learning in a respectful, productive environment, where each student is in control of her/his own learning and behaviors. She strongly believes that all students want to do well, and creates a teaching environment for them to succeed.

When not in the classroom, Suzanne enjoys spending time with her family reading, hiking, backpacking and traveling.

**BIBLIOGRAPHY**

**TEACHING NUMERACY: Habits To Ignite Math Thinking**

**Boaler, Jo**. *What’s Math Got to Do with It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject, 1 ^{st} Edition*. 2009. Penguin Books, paperback, 288 pages, ISBN: 978-0143115717, In this straightforward and inspiring book, Jo Boaler, a professor of mathematics education at Stanford for nine years, outlines concrete solutions that include classroom approaches, essential strategies for students, and advice for parents. This is a must-read for anyone who is interested in the mathematical and scientific future of our country.

**Humphreys, Cathy and Ruth Parker**. *Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 4-10, 1 ^{st} Edition*. 2015. Stenhouse Publishing. Paperback, 200 pages, ISBN: 978-1571109989,

**Moynihan, Christine**. *Math Sense: The Look, Sound and Feel of Effective Instruction, 1 ^{st} Edition. 2012. *Stenhouse Publishers. Paperback, 144 pages, ISBN: 978-1571109422, Chris Moynihan explores some of the components that comprise the look, sound, and feel of effective teaching and learning. Does the landscape of the classroom feature such items as student work samples, a math literature collection, and a number line? Do the lessons include wait time, checks for understanding, and written feedback? Do you feel a spirit of collaboration, risk taking, and a sense of pride?

**Sammons, Laney**, *Building Mathematical Comprehension*, 1^{st} Edition. 2011. Shell Education. Paperback, 304 pages, ISBN: 978-1425807894, This resource applies familiar reading comprehension strategies to mathematics instruction to aid in building students' comprehension in mathematics. *Building Mathematical Comprehension* demonstrates how to facilitate student learning to build schema and make connections among concepts. It also provides clear strategies for helping students ask good questions, visualize mathematics, and synthesize their understandings. This resource is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills and supports the Common Core State Standards.

**Shumway, Jessica F**. *Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3, 1 ^{st} Edition*. 2011. Stenhouse Publishers. Paperback, 192 pages, ISBN: 978-1571107909, In

**Smith, Margaret Schwan and May Kay Stein,** *5 Practices for Orchestrating Productive Mathematics Discussion, 1 ^{st} Edition*. 2011. National Council of teachers of Mathematics. Paperback, 104 pages, ISBN: 978-0873536776, The 5 Practices framework identifies a set of instructional practices that will help teachers achieve high-demand learning objectives by using student work as the launching point for discussions in which important mathematical ideas are brought to the surface, contradictions are exposed, and understandings are developed. By giving teachers a road map of things that they can do in advance and during whole-class discussions, these practices have the potential to help teachers more effectively orchestrate discussions that are responsive to students and the disciplinef.