Math 3110 Syllabus

Course Syllabus
Math 3110
Informal Geometry
We meet on Tuesdays on GC campus in Room 122 of Academic I from 12:00 - 12:50

Instructor:

Lisa A. Sheehy

213 Newton Oakes

Work Telephone (706) 864-1808

Home Telephone (706) 867-8480

e-mail: lsheehy@ngcsu.edu

Prerequisites for Math 3110

MATH 2400 Elementary Statistics and at least junior standing. It is strongly suggested that students have completed the course MATH 3100 Number Systems.

Course Rationale
The purpose of this course is to prepare prospective P-8 teachers to become effective facilators in the teaching of mathematics. The intent of the course is to insure that prospective teachers have a solid understanding of geometry and acquire a range of methods for facilitating the learning of geometric concepts.Mathematics instruction today needs to focus on the development of mathematical thinking that entails helping students to construct their own understanding of what it means to know and do mathematics. In order to accomplish this goal, teachers must be confident in their own ability to know and do mathematics, as well as, to be prepared to teach all children.

Metacognitive Model & Teacher Education Program Competencies
The NGCSU Mathematics Education Program prepares teachers to assume within the school
community the roles of Decision-Maker, Facilitator, and Leader as identified in the metacognitive model. Twelve Teacher Education Program competencies reflecting the model are aligned to a specific role. Overlap into more than one role and mathematics course may occur. Current research and professional standards identify these competencies as important for effective teaching (NBPTS and ASCD Framework).

Decision-Maker	Facilitator	Leader
Assessment	Individual Differences	Ethical Perspectives
Planning	Subject Matter Knowledge	Reflection/Metacognition
Problem Solver	Communication	Professional Leadership
Methods, Materials, Resources	Classroom Management	Research & Evaluation

Course Overview

Students in Math 3110 will have the opportunity to...

engage in mathematical, epistemological, curricular, and pedagogical investigations (and read and discuss relevant research and literature).
address and investigate basic concepts in elementary and middle grades mathematics curriculum, focusing on geometric concepts, particularly:
- Basic Concepts, Terminology & Defintions
- Constructions, Congruence, and Similarity
- Measurement
- Motion Geometry and Tessellations
become familiar with the NCTM Standards and relate elementary and middle grades geometry concepts to the Standards.
reflect on becoming a mathematics teacher.
communicate and reason mathematically, solve problems, investigate different representations, and make mathematical connections as discussed in the NCTM Standards.
become familiar with and operational with using technology tools and hands on manipulatives in investigating geometry.

Course Objectives

Students will be able to...

Choose appropriate heuristics in order to solve problems.
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.
Define and apply terminology and notation related to geometric objects.
Make and interpret measurements of geometric objects.
Formulate and solve problems whose solutions require spatial sense.
Identify and apply properties of geometric figures.
Perform constructions with compass and straight edge, Mira, and paper folding.
Identify symmetries of the plane and perform transformations.
Demonstrate ability to relate arithmetic and geometric properties, including coordinate geometry.

Required Textbooks and Resources

Texts

Title: A Problem Solving Approach to Mathematics, Seventh edition
Authors: Billstein, Libeskind, and Lott
Publisher: Addison Wesley Longman, 2001.

Title: Workbook: Mathematics Activities for Elementary School Teachers A Problem-Solving Approach. Third edition
Authors: Dolan, Williamson, and Muri.
Publisher: Addison Wesley Longman, 2001.

Title: Principles and Standards for School Mathematics (with CD-ROM)
Authors: National Council of Teachers of Mathematics
Publisher: NCTM
You may purchase the book or use the online version at http://www.nctm.org

Software

Geometers' Sketchpad Student Edition which may be purchased for $39.95 at
http://www.keymath.com/STORE/software/gsp.html

Other Materials

It would be helpful if you could bring to class a ruler, protractor, scissors, and a graphing calculator

Assignments

Weekly assignments will be discussed in class and posted on the course webpage. Below is an overview of the projected types of assignments and corresponding points. This is just an approximation. I firmly believe that students' interests, questions, concerns, etc... should be a significant part of any course planning. Thus, I reserve the right to make changes as we go.

Type of Assignment	Brief Description	Approximate # of Points
Classroom Activities	Write-ups of classroom activities or investigations	10pts each for ~ 60pts
Mathematical Investigations	Assigned Homework Problems	10pts each for ~ 80pts
Problem Solving Journal	Maximum of 5 problems from the Intermath website selected, solved and reflected on	up to 2 bonus points per problem
Labs	5 Investigations wich will be due bi-weekly	65 pts
Reflection Papers	1-2 page reaction to weekly readings or prompts that address issues of Curriculum, Research, and Pedagogy	10pts each for ~ 60pts
Quizzes	Announced and un-announced in-class quizzes given periodically	~100pts
Takehome Midterm	Given the week of midterms	100pts
Final Exam	In-class exam given on the university scheduled date and time	150pts

Grades

Course Grade will be assigned base on the percentage of total possible points a student earns during the semester.

A = 90 % or higher

B = 80 - 89 %

C = 70 - 79%

D = 60 - 69%

F = Below 60%

Attendance Policy

As part of being a professional teacher, regular participation in course activities and on-time completion of assignments is expected. If you are ill, please call and leave me a message letting me know that you will be missing class. If there is a date that you know you will be absent due to personal reasons, please let me know that in advance. Not only is this professional behavior, it also helps me help you. I will be able to let you know in advance what you will be missing and I can ask someone in the class to allow me to copy notes for you. Please note that according to the policies of North Georgia College & State University, students that miss more than 14% of the scheduled classes may be dropped from the course (see p. 59 of the Undergraduate Bulletin).

Academic Integrity

The integrity code will be upheld in this course. The NGCSU catalog states:

North Georgia College & State University is dedicated to providing an educational climate characterized by integrity. Academic integrity, in particular, must be the cornerstone of an institution of higher learning and must pervade all segments of the NGCSU community. Furthermore, academic integrity is the mutual responsibility of the various constituencies (students, faculty, staff, and administration) which comprise the university. The integrity code, "On my honor, I will not lie, cheat, steal, plagiarize, evade the truth or tolerate those who do," reflects NGCSU's commitment to academic integrity.

Time on computers

You can not expect to accomplish what you should from this course without time on the computers that is in addition to thetime we have in class. The usual expectation of 2 hours study outside of class for every hour in class is probably a minimum. There are several computer laboratories available in this building and around campus.