Syllabus for Mat 111 Principles of Mathematics I
TTh 9:25-10:40, Fall 1997, Folsom 206
Richard Kimball
Prerequisites: Three units of college-track high school mathematics, or UMPI algebra placement test score of at least 55, or PBS017
Credit Hours: 3
Office Information: 315 South Hall (Third floor, south end, near the stairs) 9553Office hours: MWF 10-12AM These are my official office hours, but the door is open. I enjoy teaching, and I enjoy talking with you, so if you have questions or if your want to explore an idea, come by. You may leave a short note on my office door or leave a message on the phone or e-mail.
Commmunication: Phone 768-9637 (with voice mail) E-Mail: kimball@polaris.umpi.maine.edu Fax: 768-9553
Americans with Disabilities Act Notice: If you have a disability and need an accommodation or assistance in this course, please make an appointment to talk with me to discuss how I can help you succeed in this course. If you prefer, you may contact Myrna McGaffin Director of Student Support Services, South Hall.
Catalog Description: Mat111 Principles of Mathematics I A course designed for Elementary Education majors in which the real numbers and its sub-systems are developed. Elementary Education majors only. Prerequisite: PBS017 or its equivalent.
Extended Course Description: This is the first of a two semester sequence of courses (Mat 111, Mat 112) which serves as the mathematical "content" portion of our elementary teacher training program. Edu 366, Teaching Mathematics in the Elementary School, which you will probably take later, will require your understanding of the concepts from this course and will do much more to help you develop the teaching methods you will use in your future elementary classroom. The first semester may be taken without the second, although both are necessary for a complete development of the material and are required of all Elementary Education majors. The topics covered are those which are found in a contemporary elementary school curriculum but the approach used is intended to help you gain confidence and a deeper understanding than is gained in the elementary or high school grades. Briefly, we will be dealing with the development of number systems including operations, applications of mathematics and approaches to practical problems, elementary probability, and geometry. Various manipulatives and tools will be used. Elementary statistics is no longer a part of this course as all students must also meet a statistics requirement as part of the General Education Core.
University of Maine System Equivalencies: This course has been determined to be equivalent for transfer purposes to each of these courses at the indicated campus:
UM UMA UMF UMFK UMM USM
MAT 107 MAT 101 MAT 200 MAT 107 MAT 131D
Goals: To prepare elementary teachers for teaching mathematics in grades K-8 according to the 1989 Curriculum and Evaluation Standards of the National Council of Teachers of Mathematics. This class will provide opportunity to learn the concepts of mathematics sufficient to fully understand the K-8 mathematics curriculum and provide insight into teaching methods appropriate to these topics and grade levels. While this class is taught at the college level, the teaching practices will model those we desire newly prepared teachers to employ.
Teaching Methods: A variety of teaching/learning methods will be used including active learning, lecture, demonstration, and small group work.Attendance: Participation is an important part of your learning, therefore class attendance is required. Your regular attendance is expected and poor attendance may reduce your grade just because of missed information and experiences. I will take attendance from time to time, especially at first. Any excessive absences must be justified by appropriate documentation.. You are allowed three unexcused absences. semester points will be deducted for any additional recorded absences. More importantly, I will strive to make every class worthy of your attendance, and helpful in your understanding of the course material.
Tardiness: I plan to start class on time and expect that you will be there. Occasionally you may find it necessary to be late for class. I prefer that you come in after class has started rather than miss the entire class period. However, tardiness should never develop into a pattern. Remember that you are preparing to be a professional. Your practice now has bearing on what can be expected of you in the future.
Required Texts: Billstien et al. (1996) A problem Solving Approach to Mathematics for Elementary School Teachers (6th Ed.) This is your primary text. It's expensive (and also heavy!) but you will use it for two semesters. This is the third year we have used this edition so second-hand copies may be available for purchase or borrowing. I have placed a copy of this text on reserve at the Library. You may use it in the Library but not take it out. Ask for it at the circulation desk.
Suggested Study Aid: Dolan et al. (1996) Mathematics Activities for Elementary School Teachers (3rd Ed.) This is a nice collection of activities coordinated with your main text which will help you understand the material. We will be using some of them in class and there are many others you may wish to use as a study aid. Former students have told me that they will use this resource when they begin teaching in their own classrooms.
Calculator: You will need a simple and reliable calculator (less than $20). You may wait to get this until we talk about them in class.
Supplementary reading material: I will put one or two complete sets of the National Council of Mathematics Teachers Curriculum and Evaluation Standards for School Mathematics and supplementary materials on reserve at the UMPI library for your use. Also, you may find helpful and inspiring the periodicals: The Mathematics Teacher, Math in the Middle School, and Teaching Children Mathematics, which are all publications of the National Council of Teachers of Mathematics and are available in our library.
Computers and Communication: You are expected to get your e-mail account and learn how to use the campus or other e-mail system. You may take one of the many short seminars from the Computer Services people, learn from a friend or whatever. You will be asked to submit some assignments via e-mail. Also, it will be to your great advantage to become familiar with some word-processing program. Other computer applications (Internet information gathering, geometry software, and spreadsheet use) will be part of this course and its sequel. You may use either the Mac or PC platform as available.
Evaluation: Grading principles and defined weight (%) of each component such as exams, quizzes, projects, assignments, papers and criteria for assigning the grade:
20-25% In class quizzes
50-60% Out of class assignments (up to one fourth of this may be collaborative in nature). Be professional and on-time! 3% per day will be taken away from late work.
20-25%Final Exam: Comprehensive and based upon the Ongoing Assessment Exercises, Activities, and Problems at the end of each section in your main text.
Up to 5% Class participation, including attendance.
Collaborative work: At least one of the assessment pieces will be a collaborative, group project with a single grade being shared by the entire group. Groups will be assigned using information from individuals and the class as a whole and will consist or three to four individuals. Individuals are expected to work toward the mutual advantage of the group.
Grading policies such as withdrawal, incomplete work and makeup policy and procedure: Please refer to the college catalog. Anyone who is aware that an exam or other class obligation must be missed should notify me at the earliest possible time. In person, phone, phone-mail, or e-mail messages are appropriate. Arrangements to "make-up" such work will be at my discretion after your consultation with me. Make-up tests may be postponed till the end of the semester. I use the UMPI Catalog verbal interpretation of letter grades. I will be using the attached rubric to assign a grade on your homework and other work. The following table will kelp you to interpret
Verbal Grade Lower Upper Rubric Rubric*10
Interpretation Letter Point Bound Mid-point Bound Score Plus 55
High Honors A 4.0 93.0 96.5 100.0 4.0 95
A- 3.7 90.0 91.5 92.9 3.7 92
B+ 3.3 87.0 88.5 89.9 3.3 88
Honors B 3.0 83.0 85.0 86.9 3.0 85
B- 2.7 80.0 81.5 82.9 2.7 82
C+ 2.3 77.0 78.5 79.9 2.3 78
Average C 2.0 73.0 75.0 76.9 2.0 75
C- 1.7 70.0 71.5 72.9 1.7 72
D+ 1.3 67.0 68.5 69.9 1.3 68
Below Average D 1.0 63.0 65.0 66.9 1.0 65
D- 0.7 60.0 61.5 62.9 0.7 62
Failure F 0.0 50.0 55.0 59.9 0.0 55
At my discretion, I will scale exam and other grades to reflect approximately 75 as a numeric class average and approximately 10-15 as a class standard deviation. On the following page is a general scoring rubric which will be used to evaluate some of your work. Similar rubrics may also be used.
GENERIC SCORING RUBRIC**(1995)
0 Points
No work or off task
1 Point
Response indicates some attempt at task with limited success *[The response lacks adequate evidence of the learning so that a teacher would have to interact with the student or teach more.]
2 Points
Response indicates
3 Points
Response demonstrates, where applicable,
Week of Topics
Sept. 1 PROBLEM SOLVING
1. NCTM standards
2. Problem solving & teaching
3. Routine/non-routine problems
Sept. 8 COMPUTING AND COMMUNICATION
Monday, September
10 is the last day 1. Learn to communicate mathematically (NCTM)
to add or drop a 2. Writing in the math classroom
class without Using writing to teach mathematics
permanent record.
Sept. 15 SETS, FUNCTIONS, AND LOGIC
1. How to make math meaningful
2. Inductive approach
3. Assessment
Sept. 22 SETS, FUNCTIONS AND LOGIC
1. 4 kinds of math learning:
conceptualization
concept
facts
procedures
2. How, why, when manipulative, how to teach for
conceptualization
3. How to use example/non-examples
Sept. 29 NUMERATION SYSTEMS
1. Numbers and number relationships
2. Place-value
Oct. 6 WHOLE NUMBERS
Oct. 7 Exam I
1. The meaning of addition & subtraction
Oct. 13 INTEGERS
No Classes Monday
1. Through, about, for problem solving
2. Relationship between addition & subtraction
Oct. 20 INTEGERS
1. The meaning of multiplication
2. Problem solving
3. Multi-step problem solving
Oct. 27 NUMBER THEORY
Nov. 3 FRACTIONS & RATIONAL NUMBERS Nov. 4 Exam II Nov. 10 FRACTIONS & RATIONAL NUMBERS Nov. 17 FRACTIONS & RATIONAL NUMBERS
Nov. 24 EXPONENTS AND DECIMALS
Class on Tuesday
only
Dec. 1 EXPONENTS AND DECIMALS
Dec. 4 Exam III
Dec. 8 Catch up, synthesize, and review
Dec. 18 8:00-10:00AM Final Exam
Portions of this syllabus were taken from Teaching within the Rhythms of the Semester, by Donna Killian Duffy and Janet Wright Jones, Josey-Bass Publishers, San Francisco, 1995