Course Syllabus Math 3116 (CRN 241) Modeling in Algebra for Teachers This course meets on Tuesdays on the Gainesville College Campus from 5:15 - 7:45 in Academic I/Dunalp --Room109
| Instructor: Lisa A. Sheehy 213 Newton Oakes Work Telephone (706) 864-1808 Home Telephone (706) 867-8480 e-mail: lsheehy@ngcsu.edu My Office Hours & Schedule |
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Prerequisites for Math 3116 Six
hours of college-level mathematics (including Elementary Statistics)
and at least junior standing. It is strongly suggested that students
have completed the course MATH 3100 - Number Systems.
Description This
course designed for elementary and middle grades pre-service teachers
focuses on variables, expressions, equations, inequalities, systems
of equations, matrices, and linear, non-linear, and inverse functions.
Emphasis is on problem solving, active learning, appropriate communication,
substantive connections, technology utilization, and multiple
representations of algebraic structures. This course may not be
used to fulfill the academic concentration requirement for mathematics
or secondary mathematics education students.
Course
Content and Objectives
Students
in Math 3116 will have the opportunity to...
Patterns
Functions and Equations
Graphing
Required
Textbooks and Resources
Texts
Title: Navigating through Algebra PreKindergarten-2 Grades (with CD-ROM) Publisher: NCTM (National Council of Teachers of Mathematics) ISBN Number: 0-87353-499-9 Title: Navigating through Algebra Grades 3-5 (with CD-ROM) Publisher: NCTM (National Council of Teachers of Mathematics) ISBN Number: 0-87353-500-6 Title: Navigating through Algebra Grades 6-8 (with CD-ROM) Publisher: NCTM (National Council of Teachers of Mathematics) ISBN Number: 0-87353-501-4 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.orgSoftware
Geometers' Sketchpad Student Edition which may be purchased for $39.95 at http://www.keymath.com/STORE/software/gsp.html. GSP is also available in all of the computer labs on the North Georgia Campus You need to have access to Microsoft Excel - or a spreadsheet package that will graph data and calculate regression equations.Other Materials
You will need to purchase a pad of square-grid graph paper.If you have a graphing calculator, please bring it to class when requested. If you are considering purchasing a graphing calculator, I suggest a TI-83. However, you are not required to have a graphing calculator for this course.
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 Number of Points Journal Weekly prompts will be posted 10 pts each Mathematical Activities Weekly write-ups and/or presentations of in-class activities 10 pts each Problem Solving (InterMath Website) http://www.intermath-uga.gatech.edu From a given list, you will select and solve a set number of problems related to the weekly topic and class activities. We will discuss these problems andyour solutions in class. 10 pts each Quizzes Periodic announced quizzes - approximately 6-8 quizzes this semester 30 ~ 50 pts each Mid-term Exam To be discussed 100 pts Final Exam Tuesday, May 6th, 5:00 - 7:00pm 150 pts Miscellaneous Assignments readings, discussions, observations, etc... ~50 pts total
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%
Time Outside
of Class
You can not expect to
accomplish what you should from this course without spending time
with the material outside of class. The usual expectation of 2
hours study outside of class for every hour in class is a minimum.
Please communicate with me as soon as possible if you are having
trouble managing time - I want to help you get the most out of
this course that you can.
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 - prior to that class meeting.
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.
Course
Purpose and Rationale
This course reflects
the recommendations of the MAA's Mathematical Education of Teachers
Document and the Georgia P-16 Council's Plan for Having a Qualified
Teacher in Every Public School Classroom by 2006. Both documents
support the philosophy that today's mathematics teachers must
possess an in-depth understanding of the mathematics they will
teach; be able to nurture collaboration, critical thinking, hands-on
exploration, and problem-based inquiry; facilitate the appropriate
use of manipulatives, multiple forms of technology, and activities
that acknowledge multiple intelligences and learning styles. The
intent and focus of this course is not an exhaustive exercise
in symbol manipulation. Opportunities for exploring new ideas;
solving problems using multiple strategies, manipulatives, graphing
calculators and other available technologies; and interpreting
solutions, reasonableness of answers, and efficiency of various
methods form the foundation for increasing the pre-service teacher's
ability to bring students of diverse backgrounds to high levels
of achievement.
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 |
