Six hours of college-level mathematics, including Elementary Statistics.
This course designed for elementary and middle grades
pre-service teachers focuses on sets and counting,
logic, numeration systems, number systems, number theory, ratio and proportion,
and an introduction to plane figures Emphasis is on problem solving,
active learning, appropriate communication, substantive connections,
manipulatives, technology utilization, and multiple representations of number
systems. This course may not be used to fulfill the academic concentration
requirement for mathematics or secondary mathematics education students.
A Problem
Solving Approach to Mathematics, Eighth edition, Billstein and
Libeskind, Addison Wesley Longman, 2001 and the
related activity book.
SoftwareYou will need to have access to Microsoft Excel or a spreadsheet package.
Other ResourcesPlease bring the following items to class each week: ruler, scissors, tape at least 3 different colored writing utensils, a four function calculator, your text and activity book.
Note. Graduate students must do an additional project, which will
count as one test grade.
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%
You cannot 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.
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!! There will be no make-up tests. A test missed with an excuse approved by the instructor will be replaced with the grade made on the final. An absence does not excuse a student from having assignments in on the date due. Points will be deducted for late assignments. Also, be aware 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).
0
apply a variety of
problem-solving strategies such as guess and check, make a table, make an
organized list, identify a pattern, solve a simpler problem, and build a model;
0
use set notation and Venn
diagrams to represent the union and intersection of given sets and the
complement of a set;
0
apply inductive and deductive
reasoning to determine the validity of a statement;
0
explore, compare, and
contrast ancient numeration systems;
0
use manipulatives such as
base ten blocks to model arithmetic operations (+, -, *, ¬?) in the base ten
numeration system;
0
apply mental math and
estimation strategies for whole-number operations (+, -, *, ¬?);
0
use algorithms and
manipulatives such as Two-color counters to perform operations (+, -, *, ¬?)
involving positive and negative integers;
0
use manipulatives and
divisibility rules to investigate divisibility;
0
use manipulatives such as
Cuisenaire Rods and factor trees to determine whether or not numbers are prime
or composite;
0
use algorithms and
manipulatives such as Cuisenaire Rods and Multi-link Cubes to determine GCF and
LCM;
0
use manipulatives such as
Cuisenaire Rods to model the concepts of ratio and proportion;
0
use algorithms and
manipulatives such as Pattern Blocks and Cuisenaire Rods to perform operations
(+, -, *, ¬?) involving rational numbers;
0
determine whether or not
numbers are rational or irrational;
0
use grid paper and
manipulatives such as Base Ten Blocks to illustrate the concept of decimals and
percent;
0
;
apply the properties of
exponents to simplify expressions;
0 use manipulatives such as base ten blocks to model arithmetic operations (+, -, *, ¬?) in involving decimals;
0 access mathematics resources on the Internet using search engines and URLs.
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.
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 |
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. Recognizing that
classroom learning experiences directly influence the teaching style of
preservice teachers, this course will develop a mathematical knowledge base
through the establishment of a learning environment which: 1) utilizes innovative methods and
materials including lecture, discussion, cooperative learning, student
presentations, calculators, computers, and manipulative materials; 2)
encourages exploration, communication, reasoning, connections, problem solving,
and making conjectures; 3) addresses diverse learning styles, modalities, and culturally
diverse backgrounds of students; 4) incorporates a variety of assessment
techniques and scoring rubrics; 5) conveys excitement of and commitment to
learning and teaching mathematics; and 6) fosters the development of the
classroom teacher as a facilitator, decision maker, and leader.
Academic Disabilities
North Georgia College & State University is committed to equal access to its programs, services and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the instructor and the Office of Student Disability Resources. Please call 867 - 2782 or visit 221 Barnes Hall.
The Americans with Disabilities
Act (ADA) is a federal anti-discrimination statute that provides comprehensive
civil rights protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning
environment that provides for reasonable accommodation of their
disabilities. If you believe you
h
ave a disability requiring an accommodation, please contact the Office of
Student Disability Resources, 221 Barnes Hall.