Santa Ana College 

Department of Mathematics

Division of Science, Mathematics & Health Sciences

Math 204 Section 41135, Fall 2017 Syllabus

Math Concepts for Elementary Math Teachers

 

Instructor:      Rick Corp                                  

Meeting Time: TuTh, 10:15AM-12:20PM                                          

Meeting Location: Room H-104

Meeting Dates: 08/28/2017-12/17/2017

 

Course Prerequisites

Mathematics 080 or Mathematics 081 or Mathematics 083 with a minimum grade of C or equivalent skills as measured by the Math Level 3 Exam and a course equivalent to Mathematics 080 or 081 or 083.

Course Description and Objectives

Designed for prospective elementary teachers, the course emphasizes problem solving techniques and mathematical structure associated with numeration, set theory, elementary number theory, real number system, ratio, proportion, and percent. The course includes instructional delivery design and activity-based explorations.

Course Text

Required:

1. Math for Elementary Teachers W/ Wiley+ Custom 10 TH ED., Author: Musser, ISBN: 9781118865972
2. Mathematical Mindsets: Unleashing Students Potential through Creative Math, Inspiring Messages and Innovative Teaching, Author: Boaler, ISBN: 9780470894521

Course Goals

In this class:

• Everyone Can Learn Math to the Highest Levels.
• Mistakes Are Valuable.
• Questions Are Really Important.
• Math Is about Creativity and Making Sense.
• Math Is about Connections and Communicating.
• Depth Is Much More Important Than Speed.
• Math Class Is about Learning, Not Performing.

Boaler, Jo (2015-10-12). Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching

 

This course is intended for students who are preparing to teach mathematics at the elementary and possibly middle school level.  This course is designed to prepare you with the mathematical skills, knowledge, and ways of reasoning that you need for teaching mathematics. An all-encompassing goal is to help you develop a sense of yourselves as future professionals and educators who are capable of teaching mathematics well. This means that during the course you will progress on a continuum, moving from simply knowing mathematics as an educated adult, to knowing mathematics as a teacher, and to begin to think about ways to help others learn mathematics.

 

More specifically, we will work on developing mathematics knowledge that is useful for teaching. The mathematics we focus on has two major strands, one that is typically thought of as “content” - topics, ideas, procedures in specific mathematical domains, and a second strand that centers more on the particular mathematical thinking, skills, and reasoning involved in the mathematical tasks that teachers do.  In addition to learning about important mathematical processes and concepts (Sets, Whole Numbers, Fractions, Decimals, Integers, Number Theory, Problem Solving), you will unpack and develop of flexible understanding of important connections between algebra and geometry; fractions (different meanings and representations, e.g., fractions as parts of wholes, as portions of discrete sets, as division, as points on a number line). 

A major expectation in the course is to begin to have you think and act like a mathematician, which means you will be given opportunities to engage in the following mathematical practices:

 

• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning

“The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years” (Common Core State Standards for Mathematics).

 

It is important to remember that this class is “Math for Elementary School Teachers” not “Elementary School Math”.  The math topics we will be covering can be quite sophisticated. So please be prepared to be challenged in many ways, this includes the math content, the math ideas related to teaching, and what it means to be a good elementary mathematics teacher.

 

Student Learning Outcomes

1. Students will develop problem solving techniques and mathematical structure associated with numeration, set theory, elementary number theory, the real number system, ratio, proportion and percent.

Classroom Policies

Attendance

I will be taking roll during each course meeting.  Attending every class is required and important for your success. Remember there are no make-up assignments, exams, or POWs.  If you are absent, you are responsible for getting any class announcements and updates, and turning in any assignments that are due. Remember, any student missing the first day of class will be dropped.  Any student absent for 4 classes may be dropped.

Tardiness

Any student missing 30 or more minutes of class (start and/or end of class) will be marked absent, unless your missing time is cleared with me prior to class beginning.  The best way to do this is via email.

Classroom Behavior

Students are expected to actively participate by following class rules, being on time, having materials, answering and asking appropriate math questions, presenting solutions to the class, and helping others.  Students are not expected to distract or disrupt their peers.  All cellular phones or other technological devices must be put away and put on silent at the beginning of class.  If you need to leave the classroom during class, please do so quietly without disturbing others. 

 

 

 

 

Course Assignments

Wiley Plus Online Homework

Homework: Section assignments are assigned on the course schedule and due dates are shown in WileyPLUS.

Assignment is due before the start of the next class. (1-2 Point(s)/Problem). Online help features available to assist.  20% will be deducted for late homework after due date and 50% if submitted after 7 days from due date.

 

Problems of the Week (POWs)

There will be 4 Problems of the Week (POWs) through out the course.  For each POW, you will be given a choice of two POWs to choose from.  Carefully write up the work that you do solving the problem. For each

POW, look at your copy of scoring guide.  The scoring guide will be used to score your work. Show your solution path and all of your work.  Keep in mind to clearly note strategies and failed attempts, know that “Picture perfect solutions” are not our goal, communicating our problem solving process is our goal.

 

Book Forum Posts (SAY, MEAN, MATTER)

After reading the chapter: Write a well-written 5-6 sentence paragraph addressing the three prompts below. [SAY] Post a quote that describes an important idea from the chapter.  

[MEAN] Write a response that explains what the quote means (what does the author mean, what is your interpretation?).

[MATTER] Write a response that explains why the quote matters to teachers and students (why is this important, what are the implications?).

 

All forum posts must be completed by the due date and time.  No credit will be given for late posts.

 

Course Mid-Term/Final/Class Projects

Midterm/Final

The Midterm and final exam will cover major mathematical concepts covered during the class and be given prior to the exams.  Before each exam a pool of possible exam questions will be given to you.  The actual exam will be made up of a subset of these questions, or parts of these questions, although the numerical examples and details of the questions may be different.  For example, if you are asked to write a story problem that represents a particular division problem, the numbers used on the exam will not be the ones included the sample.   You are encouraged to study and prepare these questions, and to do so with one another.  If you do this, you will be well prepared for the exam.

 

Class Project

There will be 2 – 3 projects over the course of the semester.

 

Class Materials

Pencil, Paper, Eraser, Binder, Calculator (TI-36, TI-30, TI-83, or TI-84), (No Cell Phone Calculator or Computer on Tests), Ruler

 

Grading

Homework/Classwork: 20%

Problems of the Week: 20%

Projects: 20%

Book Posts and Book Activities: 10%

Midterm: 15%

Final: 15%

 

A: 90% and Above     B: 80%-89.9%     C: 70%-79.9%    D: 60%-69.9%   F: Below 60%

 

Free Math Help: Math Center- L204 (Call for Hours, 714-5646677)

 

Academic Honesty Policy:

Students at Santa Ana College are expected to be honest and forthright in their academic endeavors. To falsify the results of one’s research, to steal the words or ideas of another, or to cheat on an examination, corrupts the essential process by which knowledge is advanced. Academic dishonesty is seen as an intentional act of fraud, in which a student seeks to claim credit for the work or efforts of another without authorization, or uses unauthorized materials or fabricated information in any academic exercise. As institutions, we also consider academic dishonesty to include forgery of academic documents, intentionally impeding or damaging the academic work of others, assisting other students in acts of dishonesty or coercing students into acts of dishonesty.

 

Procedures – In cases where a violation of academic honesty is discovered, the faculty member is encouraged to file an “Academic Misconduct Incident Report” form and distribute the form to the appropriate offices listed.

There are two categories of sanctions: Limited and College-wide. Limited sanctions include an academic action such as assigning a lower grade or a grade of “F” for the assignment, project, or test. College-wide sanctions include any sanction that will affect a student’s standing with the college-at-large, up to and including suspension or expulsion from the College.

 

Academic Accommodation Statement:

A student with a disability, who would like to request an academic accommodation, is responsible for identifying herself/himself to the instructor and to the Disabled Student Programs and Services (DSPS).  To make arrangements for academic accommodations, contact the Learning Disabilities Program in Johnson Center, U-103, or phone (714) 564-6264, TTY (714) 564-6284 for a referral to the appropriate DSPS Department. If you would like more information, visit http://sac.edu/StudentServices/DSPS.