Tentative Syllabus Math 1011

Tentative Syllabus ED 3440

Course:	Math 1011 3 credits	Mathematics for Elementary School Teachers I Fall 2010
Department:	Mathematics and Computer Science
Program(s):	Elementary Education Major, B.S. (Teacher Licensure)
Meeting:	8:00-8:50 AM MWF	HS 231
Extras:
Instructor:	Dr. Glen Richgels	HS 360 Office: 218-755-2824 Email: grichgels@bemidjistate.edu www: http://faculty.bemidjistate.edu/grichgels/
Office Hours:	7- 8 M-F 11-12 M-F
Course Description:	1011 MATHEMATICS FOR ELEMENTARY SCHOOL TEACHERS I (3 credits) This course meets the BOT fundamental topics in arithmetic competencies. These topics include addition, subtraction, multiplication, and division of whole numbers; number theory related to fractions; fractions; decimals; and integers. This is the first of two mathematics courses providing the background for teaching in the elementary school. Emphasizes the use of mathematics manipulatives for modeling the basic operations.
Prerequisite:	Prerequisite: Elementary education major or consent of instructor.
Professional Education Mission Statement	Bemidji State University prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners.
Text:	Mathematics for Elementary Teachers a Contempory Approach, Musser, Burger & Peterson
Recommended:
Technology:	A calculator.

Attendance by all students is expected for all classes.

Homework: Homework assignments will be made in class. You should come prepared to discuss the various reading assignments and compare and contrast them with what you have observed in schools.

Class participation and quizzes: Class participation is expected and in order to participate you need to be present.

Exams: Exams will be approximately tri-weekly. There will be a final exam.

Evaluation:There will be 3-5 tests given throughout the quarter. Quizzes may be given frequently and may be unannounced. The content for the quizzes and tests will be based on assignments, classroom discussion and lecture, and textbook material.

Grades: Grades will be based on the homework, quizzes, tests, and final exam.

Homework, Quizzes - one-sixth

Tests - one-half

Final - one-third

The following grading scale will be used to determine grades:

A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

A grade of C or better indicates that the student has successfully met the competencies measured in this class through discussion, homework, and projects.

Incomplete: An incomplete (I) grade will only be given in documented emergency situations. BSU policies will be followed.

Students are expected to practice the highest standards of ethics, honesty, and integrity in all of their academic work. Any form of academic dishonesty (e.g. plagiarism, cheating, misrepresentation) may result in disciplinary action. Possible disciplinary actions include failure for part or all of the course, as well as suspension from the University.

NOTE: Upon request, this document and others distributed in this course can be made available in alternate formats.  If you have a documented disability and need accommodations for this course please contact the instructor, the Disability Services Office in 202 Sanford Hall, Bemidji State University or Kathi Hagen in the Office for Students with Disabilities at 755-3883 for assistance.. Any other questions about this course should be directed to the instructor.

Change in Course Syllabus: The Instructor reserves the right to change this syllabus as this course proceeds if the need arises. Should a change be required the class will be notified.

Course Outline:

Chapter 1 Problem Solving

Chapter 2 Sets, Functions, and Reasoning

Chapter 3 Whole Numbers

Chapter 4 Number Theory

Chapter 5 Integers and Fractions

Assignments can be found on line. This is an example of the assignment page.

Tentative Assignments

Mathematics for Elementary Teachers a Contempory Approach,
Musser, Burger & Peterson

Please pay attention to section numbers, not just page numbers.

1.1A	p. 17 / 1,3,5,7,9,11,13,15,17,19
1.2A	p. 32 / 1,3,5,7,9,11,14,15,17
2.1A	p. 54 / 1,3,5,7,9,11,13,15,17,19,21,23 , Venn Diagrams
2.2A	p. 67 / 1,3,5,7,8,9,10,11,13,15,17,19
2.3A	p. 77 / 1,3,5,7,9,11,13,15,17,19,21,23
2.4A	p. 88 / 1-25 odd
3.1A	p. 115 / 1-17 odd
3.2A	p. 131 / 1-29 odd
3.3A	p. 141 / 1-17 odd
4.1A	p. 162 / 1-39 odd
4.2A	p. 179 / 1-31 odd
4.3A	p. 189 / 1-15 odd
5.1A	p. 208 / 1-43 odd
5.2A	p. 221 / 1-27 odd
6.1A	p. 243 / 1-25 odd
6.2A	p. 254 / 1-27 odd
6.3A	p. 269 / 1-31 odd

Test 1 : 1.1A-2.1A
Test 2 : 2.2A-4.3A Addition and Subtraction
Test 3 : 3.2A-4.3A Multiplication and Division
Test 4 : 5.1A-5.2A
Test 5 : 6.1A-6.3A

Final Exam: Comprehensive

Instructional Strategies used by instructor in course:

Polya’s problem solving steps

1. Understand the problem

2. Devise a plan
3. Carry out the plan
4. Reflect

Lesson Sequencing

Intuitions Þ Concrete Û Semi-Concrete Û Abstract

Glen’s Teaching/Learning Principles

1. Teach the way students learn

2. Use group work, heterogenous, 3-4, change monthly

3. Communication student Û student

4. Communication teacher Û student

5. Multiple solution paths

6. Use contextual settings / problem solving

7. Assessment

a. Grading

b. To inform instruction

Updated by Glen Richgels

February 26, 2010

TENTATIVE Daily Course Outline

Day 1	Syllabus, Assignments, Bruner
Day 2	7 Learning Principles; exercise vs problem; triangle problem
Day 3	Polya problem solving steps; R-Model; Chicken and eggs
Day 4	Sets
Day 5	Sets; Venn Diagrams
Day 6	Sets; Venn Diagrams
Day 7	Sets; Venn Diagrams
Day 8	Sets; Venn Diagrams
Day 9	Test 1
Day 10	Ancient Number Systems; Egyptian, Roman; Win-A-Block
Day 11	Babylonian;Lose-A-Block
Day 12	Mayan; Count in other Bases
Day 13	Functions, relations
Day 14	Change bases;
Day 15	Add using game boards
Day 16	Addition fact table base n
Day 17	Add base n; Subtract using game board take away model
Day 18	Test 2
Day 19	Subtract using game boards; 4 fact table; properties; Lattice addition
Day 20	Add, Subtract using game boards; 4 fact table; properties; Lattice addition
Day 21	Multiplication Models
Day 22	Partial Product Multiplication base 10
Day 23	Base n fact table
Day 24	Partial Product Multiplication base n; Lattice multiplication
Day 25	Division Models; grouping v sharing; Scaffold
Day 26	Division with blocks; Place value long division
Day 27	Test 3
Day 28	Locker problem
Day 29	Prime numbers and sieve
Day 30	Factors, factor trees, fundamental theorem of arithmetic
Day 31	Factors in rectangles; A divides B
Day 32	Divisibility rules
Day 33	Divisibility rules
Day 34	LCD, LCM set definition, prime factorization, Euclidean algorithm, formula
Day 35	LCD, LCM set definition, prime factorization, Euclidean algorithm, formula
Day 36	Test 4
Day 37	6 fraction models
Day 38	6 fraction models
Day 39	Rectangular array fraction models
Day 40	Rectangular array fraction models
Day 41	Division of fractions
Day 42	Division of fractions
Day 43	Review abstract fraction operations
Day 44	Test 5
Day 45	Final Exam Review
Day 46	Final Exam

Board of Teaching Standards

Department of Mathematics and Computer Science	EVIDENCE OF LEARNING & ASSESSMENT OPPORTUNITIES
8710.3200 Teachers of Elementary Education	Course ID Number	Activity or Unit	Assessment
Subp. 3. Subject matter standards, elementary education. A candidate must complete a preparation program for licensure under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to G.
C. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply:
(1) concepts of mathematical patterns, relations, and functions, including the importance of number and geometric patterns in mathematics and the importance of the educational link between primary school activities with patterns and the later conceptual development of important ideas related to functions and be able to:
(a) identify and justify observed patterns;	M1011	Text sections 1.2, 2.4	Test 1, Test 2
(b) generate patterns to demonstrate a variety of relationships; and	M1011	Text sections 1.2, 2.4	Test 1, Test 2
(c) relate patterns in one strand of mathematics to patterns across the discipline;	M1011	Text sections 1.2, 2.4	Test 1, Test 2
(2) concepts and techniques of discrete mathematics and how to use them to solve problems from areas including graph theory, combinatorics, and recursion and know how to:
(a) help students investigate situations that involve counting finite sets, calculating probabilities, tracing paths in network graphs, and analyzing iterative procedures; and	M1011	Text sections 2.1, 2.4	Test 1, Test 2
(b) apply these ideas and methods in settings as diverse as the mathematics of finance, population dynamics, and optimal planning;	M1011	Text sections 2.1, 2.4	Test 1, Test 2
(3) concepts of numerical literacy:
(a) possess number sense and be able to use numbers to quantify concepts in the students' world;	M1011	Text sections 2.1, 2.2, 2.3, 2.4	Test 1, Test 2
(b) understand a variety of computational procedures and how to use them in examining the reasonableness of the students' answers;	M1011	Text sections 3.1, 3.2, 3.3, 4.1, 4.2, 4.3	Test 3
(c) understand the concepts of number theory including divisibility, factors, multiples, and prime numbers, and know how to provide a basis for exploring number relationships; and	M1011	Text sections 5.1, 5.2	Test 4
(7) mathematical processes:
(a) know how to reason mathematically, solve problems, and communicate mathematics effectively at different levels of formality;	M1011	Text sections 1.1, 1.2, 2.1	Test 1
(b) understand the connections among mathematical concepts and procedures, as well as their application to the real world;	M1011	Text sections 1.1, 1.2, 2.1	Test 1
(d) understand and apply problem solving, reasoning, communication, and connections; and	M1011	Text sections 1.1, 1.2, 2.1	Test 1
(8) mathematical perspectives:
(a) understand the history of mathematics and the interaction between different cultures and mathematics; and	M1011	Text sections 2.2, 2.3	Test 2
(b) know how to integrate technological and nontechnological tools with mathematics.	M1011	Text sections 2.3, 3.1, 3.2, 4.1, 4.2	Test 2, Test 3

Professional Education Mission Statement

Bemidji State University prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners.

The elementary teachers from BSU that take the campus M1011 class will increase their content knowledge and understanding of how students learn as they experience studying foundational operations in other and then in any base system from 2 to 9. M1011 is a mixture of challenging students in the understanding of basic mathematics and experiencing activity based pedagogy. Students in this class become more proficient in mathematics because they finally understand how and why fundamental operations work. This translates into a more positive attitude toward mathematics for themselves that hopefully they will take with them into their teaching. Students experience the integration of pedagogy and content so that they can better teach their future students.

The best practices of activity oriented learning is demonstrated in class from day one. In addition group work and collaborative learning are encouraged and used almost daily. Finally the construction of lessons that proceed from intuitions, to concrete, semi-concrete, and then to abstract are modeled throughout the entire semester. These best practices are discussed at the beginning of the course and pointed out and discussed throughout the semester.