I.
COURSE NUMBER/SECTION: Math 3316/06
COURSE TITLE: Critical Content of ECE Math II
COLLEGE OR SCHOOL: Science
and Mathematics
SEMESTER / TERM AND YEAR:
Spring, 2006
II.
INSTRUCTOR: Dr.
Teresa G. Banker
TELEPHONE: 770-499-3427
or 770-423-6327
FAX: 770-423-6629
E-MAIL: DrBanker@mindspring.com (Subject: Math 3317)
OFFICE: SC536
OFFICE
HOURS: 9 – 10:30 AM
Tuesday and Thursday
Others
by appointment
III. CLASS SESSIONS: TR 3:30
pm – 4:45 pm CL
1003 (Section 06 )
IV. REQUIRED TEXT:
Mathematics For
Elementary School Teachers by O’Daffer, Charles, Cooney, Dossey,
Schielack (3rd Edition)
V.
CATALOG
DESCRIPTION:
MATH
3316. Critical Content of ECE Math II. 3 credit hours.
Prerequisite: Math 3315
and ADMISSION to the teacher education program.
A continuation of Math 3315, designed for the P-5
teacher. Topics will emphasize the
critical content and conceptual development of rational numbers; decimals
and percent; and probability and statistics.
Concepts will be explored and developed using physical models, visual
models and educational software. Not for math majors.
VI.
PURPOSE
/ RATIONALE:
The purpose of this course
is to prepare prospective P-5 teachers to become
effective facilitators in the teaching of mathematics, specifically rational
and decimal number topics. The teaching
model I use with this course is to reinforce the mathematics with models that
help you see how the mathematics works. These models are based on discovering
the mathematics through planned activities, and I will infuse the course
with lecture only as necessary to clarify content. I will expect you to
have a working knowledge of the topics of geometry to formulate a deeper
understanding of the geometry taught in elementary mathematics. Because you
will be mathematics educators in the elementary levels, I think it is extremely
important to make teaching connections with the mathematics being learned.
Throughout the course, I will ask you to make these connections based on the
concepts being learned.
The mathematics faculty at KSU endorses the
purpose as stated by the MAA in A Call for Change (1991).
Conceptual
Framework Summary:
COLLABORATIVE DEVELOPMENT OF
EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher
Education Unit (PTEU) at
Knowledge Base:
Teacher
development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000).
Just as Sternberg (1996) believes that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty at KSU
believes that the concept of expertise is central to preparing effective
classroom teachers and teacher leaders. Researchers describe how during the
continuum phases teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development.
The faculty of Kennesaw State University endorses the
standards for the preparation of teachers of mathematics proposed by the
Mathematical Association of America (MAA) in A Call for Change:
Recommendations for the Mathematical Preparation of Teachers of Mathematics
and by the National Council of Teachers of Mathematics (NCTM) in the Curriculum
and Evaluation Standards for School Mathematics and the Professional
Standards for Teaching Mathematics and subscribed to by the National
Council for Accreditation of Teacher Education.
Thus, this course is designed so that future teachers will:
1. View mathematics as a system of interrelated
principles
2. Communicate mathematics accurately, both
orally and in writing
3. Understand the elements of mathematical
modeling
4. Understand the use of calculators and
computers appropriately in the teaching and learning of mathematics
5. Appreciate the development of mathematics
both historically and culturally (A Call for Change, 1991)
6. Understand the mathematics content that is
necessary to teach grades P-8 in the schools envisioned by the MAA and the
NCTM.
In preparing teachers, this course emphasizes not only
the comprehension of the content knowledge, but also the ability to communicate
that content. In addition, the
principles advocated in the NCTM Standards are woven throughout the
course, so that the pre-service teacher will have knowledge of the kind of
pedagogy that is being prescribed and will be able to serve as a change
agent. This course will require the
students to solve problems, think critically, and reflect.
Use of Technology:
The Professional Standards Commission requires
technology Standards for Educators.
Telecommunication and information technologies will be integrated
throughout the master teacher preparation program, and all candidates must be
able to use technology to improve student learning and meet Georgia Technology
Standards for Educators. During the
courses, candidates will be provided with opportunities to explore and use
instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools,
such as multimedia facilities, local-net and Internet, and feel confident to
design multimedia instructional materials, create WWW resources, and develop an
electronic learning portfolio.
The use of calculators and computers is an encouraged
and accepted practice to enable students to discover mathematical relationships
and approach real world applications.
"Future teachers will need to be familiar with a variety of
technological tools, including ordinary calculators, graphing calculators, and
computers, as well as appropriate geometric and computational
software." (Thomas W. Hungerford in
"Future Elementary Teachers: The Neglected Constituency," MAA Monthly, January, 1994, pp.
15-21.) Familiarizing the pre-service
teacher with a variety of technological tools is an integral part of the math
sequence for teachers.
Diversity:
A variety of materials and instructional
strategies will be employed to meet the needs of the different learning styles
of diverse learners in class. Candidates will gain knowledge as well as
an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One
element of course work is raising candidate awareness of critical multicultural
issues. A second element is to cause candidates to explore how multiple
attributes of multicultural populations influence decisions in employing
specific methods and materials for every student. Among these attributes
are age, disability, ethnicity, family
structure, gender, geographic region, giftedness, language, race, religion,
sexual orientation, and socioeconomic status. An emphasis on
cognitive style differences provides a background for the consideration of
cultural context.
Please
be aware there are other support / mentor groups on the campus of
VII.
GOALS / COURSE OBJECTIVES:
The KSU teacher
preparation faculty is strongly committed to the concept of teacher preparation
as a developmental and collaborative process. Research for the past 25 years
has described this process in increasingly complex terms. Universities and
schools must work together to successfully prepare teachers who are capable of
developing successful learners in today’s schools and who choose to continue
their professional development.
(Conceptual Framework)
MATH 3315, 3316, and 3317 provide a strong mathematical foundation for
prospective ECE teachers.
For
MATH 3316 the student will be able to:
|
Goals / Learning Outcomes |
Standards These courses address the National Council of Teachers of
Mathematics standards for teacher education listed below. |
Assignments, homework, quizzes, exams, activities, projects |
|
1.
Use a variety of tools, physical models,
and appropriate technology to develop an understanding of rational number
concepts and relationships and their use in describing the world in which we
live. |
NCTM Standard :
Technology |
|
|
2.
Use a variety of estimation techniques to
predict, conjecture, and determine reasonableness of results, especially when
using technology |
NCTM Standard: Number
& Operation NCTM Standard:
Technology |
|
|
3.
Express rational numbers in equivalent
forms such as fractions, decimals, percents, exponential and scientific
notation. |
NCTM Standard: Number
& Operation |
|
|
4.
Identify properties, patterns, and
families of rational numbers. |
NCTM Standard: Number
& Operation |
|
|
5.
Formulate and solve problems whose
solutions involve rational/real numbers. |
NCTM Standard:
Problem Solving |
|
|
6.
Use ratio and proportion to build
mathematical models to solve real-world problems. |
NCTM Standard: Algebra |
|
|
7.
Compare, order, and connect rational/real
numbers on the number line using properties of rational and real numbers. |
NCTM Standard: Number
& Operation |
|
|
8.
Apply appropriate data displays for
real-world situations |
NCTM Standard: Data
Analysis & Probability |
|
|
9.
Predict and compute probabilities of
events in given outcome space |
NCTM Standard: Data
Analysis & Probability |
|
|
10.
Communicate comprehension of the National
Council of Teachers of Mathematics Principles
and Standards for School Mathematics. |
NCTM Standards |
|
MATH 3316 Outline:
A.
Properties and relationships of rational and
real number systems
B.
Ratio and proportion
C.
Data Analysis and Data Displays
D.
Probability
VIII.
COURSE REQUIREMENTS / ASSIGNMENTS:
1. Students
are expected to be prepared for each class.
Class presentations will focus on clarifying overall concepts. Homework will be assigned after topics are
discussed. Students are expected to work
on class related preparation and homework approximately two hours outside of
class for each hour in class.
2. There
will be two tests during the semester and a comprehensive final exam. The final exam will be in two parts: a
take-home part and an in-class part. There will be no make-up tests. (see grading)
3.
Group / Class Work: There will be opportunities for students to work in
cooperative learning groups to solve problems.
There will be periodic daily quizzes and assignments. Sample work will be evaluated either
individually or as group assignments.
4. Reflections:
Research shows that reflective teachers are better teachers. My personal
research shows that reflective mathematics students are better mathematics
students. A reflection is due each Thursday (1/26, 2/9, 2/23, 3/16, 3/30, and 4/13).
The deadline for receiving the reflection is Saturday at
5.
NCTM Standards and GPS document: Students will read an assigned article from Teaching
Children Mathematics. Student will
respond to questions on the article. Students will write a paper on the new GPS
document, responding to questions and specific directions. Writing should
reflect correct grammar and conciseness in responses.
6.
ATTENDANCE. Attendance is
expected and extremely important in a mathematics class. There are 30 points
for attendance built into the point system for the semester. Each absence will
cost 2 points, and each tardy of 5 to 15 minutes will cost 1 point. Tardies of
more than 15 minutes may result in an absence.
IX.
EVALUATION AND GRADING:
There will be: Possible Points
2
tests 200
Comprehensive
Final 200
Reflections 30
NCTM
& GPS Papers (40 each) 80
Attendance 30
Group/Class
Work/Quizzes 100+
Total Possible
Points
640+
Grades
will be assigned as follows (based on percent of points earned and points
available):
Grading scale: A
(90-100) B (80-89) C (70-79) D (60-69) F(below
60)
At semester’s end if the final exam is a higher score than the lowest
test score, I will add 80% of the difference (after scaling the final exam to
100 points) to the lowest test score, including scores for missed tests. This
policy, in general, can raise the course average as much as a letter grade.
X.
ACADEMIC INTEGRITY:
Every KSU student is
responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions
regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work,
malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse
of student identification cards.
Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes
either an “informal” resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the
Code of Conduct’s minimum one semester suspension requirement.
XI.
ATTENDANCE POLICY
Class attendance is
assumed and will be monitored. In the
event of an absence, the student is responsible for all material, assignments,
and announcements presented in class. Assignments will NOT
be accepted late.
There are no make-ups for missed tests and quizzes. Students are expected to attend every class,
and tardiness of more than 15 minutes may be counted as an absence.
XII.
COURSE OUTLINE: IMPORTANT DATES
January 6 – 12 Late registration &
Drop/Add
January 6 First day of
classes
February 7 NCTM article paper
February 16 Test 1
March 3 Last
day to withdraw without academic penalty
April 6 Test
2
April 13 GPS
paper
April 30 Last
day of classes
May 2 Final Exam (3:30 – 5:30 pm)
XIII.
REFERENCES AND BIBLIOGRAPHY
Huinker, DeAnn M., and
Eugene F. Krause. (1991) Investigations in Mathematics for Elementary
Teachers.
National Council of
Teachers of Mathematics, Teaching Children Mathematics (formerly Arithmetic
Teacher),
National Council of
Teachers of Mathematics, Mathematics Teaching in the Middle School,
National Council of
Teachers of Mathematics, Mathematics Teacher,
National Council of
Teachers of Mathematics, Journal for Research in Mathematics Education,
National
Research Council (2001) Adding it up: Helping children learn mathematics. J.
Kilpatrick, J. Swafford,
and B. Findell (Eds.).
Mathematics Learning Study Committee, Center for Education, Division of
Behavioral and Social Sciences and Education.
Note: The information contained in the course
policies and the course outline is subject to change with notice.