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SYLLABUS
for EMAT 4500/6500: Connections
in Secondary School Mathematics
Spring 2001
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Instructor: Heide G.
Wiegel hwiegel@coe.uga.edu, Lisa
Sheehy lsheehy@coe.uga.edu, Inchul
Jung ijung@coe.uga.edu
Class Time: Tue / Thu
3:30 Ð 4:45 p.m.
Room: Aderhold 111/113
OBJECTIVES
The course is designed to
- survey, from an advanced
point of view, selected topics from the current secondary school curriculum;
- explore the connections
among the topics and to other subjects (e.g., sciences, the social sciences,
the humanities);
- use a variety of mathematical
models in solving problems from different domains;
- highlight technology as
well as hands-on approaches;
- acquaint you with two contemporary
textbook series;
- provide opportunity (-ies)
to develop a topic for presentation and teaching;
READINGS
Textbooks:
- Schrage, G. (1996). Analyzing
Subject Matter: Fundamental Ideas of Combinatorics. Portsmouth, NH:
Heinemann.
- National Council of Teachers
of Mathematics (2000). Principles and standards for school mathematics.
Reston. VA: Author.
High School Textbooks:
- Interactive Mathematics
Program. Integrated High School Mathematics. Years 1-4. Key Curriculum
Press.
- Contemporary Mathematics
in Context. Core-Plus mathematics Project. Years 1-3. Everyday Learning
Corporation.
TOPICS (tentative)
- Introduction and warm-up:
Looking back at the Functions chapter;
- The Ant on the Wheel: An
in-depth investigation of the cycloid and related functions;
- It's a Small World: An
in-depth investigation of growth functions (exponential vs. logistic);
Sample presentation of an IMP unit;
- Discussions and selected
combinatorics problems from Schrage, G. (1996). Analyzing subject matter:
Fundamental ideas (pp. 167-220). Portsmouth, NH: Heinemann.
- Group projects and presentations:
Textbook investigations (Core-Plus and IMP) Additional topics as time
permits
- Variations on triangular
numbers and other figural numbers;
- From all sides and angles:
Area of a Triangle
Students' Work
UNITS (tentative)
- IMP-Year 1: The Pit and
the Pendulum (Unit 4, statistics, physics, poetry)
- IMP-Year 2: Is there really
a Difference? (Unit 2, probability) or Do Bees build It Best? (Unit
3, geometry)
- IMP-Year 3: Fireworks (Unit
1, algebra, physics)
- IMP-Year 4: High Dive (Unit
1, algebra, trig, physics; connects to the Ant-on-the-Wheel problem)
- CorePlus-Year 1: Graph Models
(Unit 4, Graph theory)
- CorePlus-Year 2: Matrix
Models (Unit 1, discrete math) ?
- CorePlus-Year 2: Network
Optimization (Unit 5, with reference to Unit 4, Year 1, graph theory)
- CorePlus-Year 3: Modeling
Public Opinion (Unit 2, discrete math)
- CorePlus-Year 3: Discrete
Models of Change (Unit 7)
TENTATIVE SCHEDULE
Week
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Tuesday
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Thursday
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Assignments due
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Week 1: 1/8-1/12
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Introduction
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Ant on Wheel
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Expl. 8, # 2 and # 6; 1/11/01
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Week 2: 1/15-1/19
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Ant on Wheel
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Ant on Wheel
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Week 3: 1/22-1/26
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Ant on Wheel
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Ant on Wheel
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Ant on Wheel 1/24/01
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Week 4: 1/29-2/2
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Ant on Wheel
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Small World
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Week 5: 2/5-2/9
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Small World
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Small World
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(Several smaller assignments)
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Week 6: 2/12-2/16
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Small World
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Small World
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Week 7: 2/19-2/23
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Logistic Model
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Logistic Model/ Combinatorics
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Week 8: 2/26-3/2
Midpoint: 3/1/01
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Combinatorics
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Combinatorics
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Week 8a: 3/5-3/9
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Spring break
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Spring break
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Week 9: 3/12-3/16
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Combinatorics
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Test
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Week 10: 3/19-3/23
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Combinatorics
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Combinatorics
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Week 11: 3/26-3/30
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IMP 1
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IMP Q&A, Brian Lawler
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Combinatorics
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Week 12: 4/2-4/6
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IMP 2
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IMP 3
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Tue: IMP 1
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Week 13: 4/9-4/13
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IMP 4
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Core Plus 1
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Tue: IMP 2, Th: IMP 3
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Week 14: 4/16-4/18
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Core Plus 2
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Core Plus Q&A, Jon Challen (tent.)
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Tue: IMP 4, W: CorePlus
1
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Week 15: 4/23-4/27
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Core Plus 4
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(Core Plus 3/more about
recursion)
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Tue: CorePlus 2, Th:
CorePlus 4
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Week 16: 4/30-5/4
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Reading day
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Final Exam 3:30-6:30
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COOPERATION
Working together in pairs or
groups is encouraged. Here are some rules:
- Everyone turns in his or
her own version of assignments. That is, I will NOT accept any group
write-ups. Exception: If you have to share a computer, so can each include
the hardcopies with both your names.
- Be responsible for your
own learning. Don't let somebody else do your work.
- Be responsible for your
partner's or group members' learning. Don't do all the work.
- Reference all help (persons
and / or written materials).
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