I.
COURSE
NUMBER/SECTION: Math
3317/01, 3317/02
COURSE TITLE: Critical Content of ECE Math III
COLLEGE OR SCHOOL: Science
and Mathematics
SEMESTER / TERM AND YEAR:
Summer, 2007
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:
Others
by appointment convenient to both
III. CLASS SESSIONS: MW
MW
IV. REQUIRED TEXT:
Mathematics For
Elementary School Teachers by O’Daffer,
Charles, Cooney, Dossey, Schielack (3rd Edition)
V.
CATALOG
DESCRIPTION:
MATH
3317. Critical Content of ECE Math
III. 3 credit hours.
Prerequisite: Math 3316
and ADMISSION to the teacher education program.
A continuation of Math 3315 and Math 3316, designed for the P-5
teacher. Topics will emphasize the
critical content and conceptual development of measurement;
transformational geometry; symmetry in the plane; and constructions. Geometric 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 geometric 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 3317 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 geometric concepts
and relationships and their use in describing the world in which we live. |
NCTM Standard 6:
Technology |
|
|
2.
Derive formulas for perimeter and area of
plane figures and surface area and volume for solid figures |
NCTM Standard:
Measurement |
|
|
3.
Interpret measurements of many kinds of
two- and three-dimensional objects. |
NCTM Standard:
Measurement |
|
|
4.
Identify properties, patterns, and
families of geometric figures. |
NCTM Standard: Geometry |
|
|
5.
Formulate and solve problems whose
solutions involve spatial sense. |
NCTM Standard: Problem
Solving |
|
|
6.
Tessellate in the plane |
NCTM Standard: Geometry |
|
|
7.
Identify symmetries in the plane |
NCTM Standard: Geometry |
|
|
8.
Perform constructions with compass,
straightedge, and paper folding techniques |
NCTM Standard:
Measurement |
|
|
9.
Perform transformations in the plane and
recognize their characteristics |
NCTM Standard: Geometry |
|
|
10.
Communicate comprehension of the National
Council of Teachers of Mathematics Principles
and Standards for School Mathematics. |
NCTM Standards |
|
MATH 3317 Outline:
A.
Relationships of one-, two-, and
three-dimensional figures in the plane
B.
Measurement
C.
Construction using compass, straightedge,
and patty paper
D.
Transformations in the plane
E.
Congruence and similarity
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. Six reflections are due during the semester, but the last week of
classes is not eligible. The deadline for receiving the reflection is Friday 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 one or two papers on
the new GPS document, responding to questions and specific directions. Writing
should reflect correct grammar and conciseness in responses. Points can be
deducted if grammar errors are frequent.
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 4 points, and each tardy of 5 to 15 minutes will cost 2 points. Tardies of more than 15 minutes may result in an absence. Remember that summer semester involves
material for one week in one day’s class attendance.
IX.
EVALUATION
AND GRADING:
There will be: Possible Points
2
tests
200
Comprehensive
Final 200
Reflections 30
NCTM 40
GPS
assignments 20
Tessellation
Project
30
Attendance 30
Group/Class
Work/Quizzes 100+
Total Possible
Points 650+
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 or more.
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
|
May 29 – June 5 |
Late registration and Drop/Add |
|
May 30 |
First day of classes |
|
June 13 |
NCTM assignment (tentative) |
|
June 20 |
Test 1 (tentative) |
|
June 25 |
GPS assignment 1 |
|
June 29 |
Last day to withdraw without academic penalty |
|
July 4 |
|
|
July 11 |
Test 2
(tentative) |
|
July 16 |
GPS assignment 2 |
|
July 18 |
Tessellation project |
|
July 18 |
Take – home exam due day of final exam |
|
July 23 |
Last day of our class and review for final exam |
|
July 24 |
Last day of classes |
|
July 25 |
Section 01 Final Exam Wednesday |
|
July 25 |
Section 02 Final Exam Wednesday |
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.
WITHDRAWAL FROM THE UNIVERSITY OR FROM
INDIVIDUAL
COURSES AND ACADEMIC INTEGRITY
Summer Term, 2007
Withdrawal
Students who find
that they cannot continue in college for the entire semester after being
enrolled, because of illness or any other reason, need to complete an online
form. To completely or partially withdraw from classes at KSU, a student must
withdraw online at www.kennesaw.edu , under Owl
Express, Student Services.
The date the
withdrawal is submitted online will be considered the official KSU withdrawal
date which will be used in the calculation of any tuition refund or refund to
Federal student aid and/or HOPE scholarship programs. It is advisable to print
the final page of the withdrawal for your records. Withdrawals
submitted online prior to
Students may, by
means of the same online withdrawal and with the approval of the university
Dean, withdraw from individual courses while retaining other courses on their
schedules. This option may be exercised up until June 29, 2007
.
This is the date to
withdraw without academic penalty for Spring Term, 2007 classes. Failure to
withdraw by the date above will mean that the student has elected to receive
the final grade(s) earned in the course(s). The only exception to those
withdrawal regulations will be for those instances that involve unusual and
fully documented circumstances.
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 minimal one semester suspension
requirement.