I. ASCRC General Education Form (revised 3/19/14)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms X III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
* Require a Symbolic Systems Request Form.
designation)
Dept/Program Mathematical Sciences
Course #
M 133
Course Title
Prerequisite
Geometry and Measurement for Elementary School Teachers
M 132
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Matt Roscoe
Phone / Email 406 243 6689
Program Chair Leonid Kalachev (Mathematics)
Dean
Chris Comer (CAS)
III. Type of request
New X
One-time Only
Renew
Reason for Gen Ed inclusion, change or deletion
3
Date
Change
Remove
Starting in the fall of 2015, M132M133-M234 will replace the
current M135-M136 as the
mathematics sequence intended for
pre-service elementary education
candidates. M132 is the
foundational course in this new
sequence. It meets the general
education requirements for
mathematics (II). M133 is the
second course in the sequence and
seeks the symbolic system
exemption.
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Description
M 133 Geometry and Measurement for Elementary School Teachers
Credit Hours: 3
Description: The study of geometry and geometric measurement for prospective elementary
and middle school teachers, including synthetic, transformational, and coordinate geometry,
constructions, congruence and similarity, 2-dimensional and 3-dimensional measurement, and
problem solving.
Prerequisite: M 132
Purpose
M 133 Geometry and Measurement for Elementary School Teachers seeks to prepare preservice elementary school teachers for the challenges of teaching basic geometry to children in
grades K-8. The course provides instruction in both geometry content and pedagogy.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. rigorously present a mapping between a real- Geometry and measurement provides a basis
world system and a human abstraction of the
for mapping real-world geometric object (i.e.
system.
paths, shapes, solids, etc.) to human
abstractions of these objects (i.e. distances,
areas, volumes, congruence, similarity, etc.)
2. applies analysis, reasoning and creative
The study of geometry incorporates
thinking in the understanding and manipulation opportunities for analysis through the
of symbolic codes.
development of measurement theory and
reasoning and creative thinking through the
pursuit of proof.
3. utilizes alternative methods of
Geometry is the study of space. One result
communication, perception, and expression in
of study of geometry is the development of a
order to encourage rigorous thinking.
language that facilitates communication,
broadens perception and allows for new
expressions about space. This includes new
notions of shape, dimension, and properties
of shapes. The study of geometry
encourages rigorous thinking in that it
proceeds from basic axioms to new
knowledge (i.e. theorems) via demonstration
of proof.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. demonstrate an understanding of the symbols One of the learning outcomes for M133 is as
and the transformations of the system.
follows, “Analyze characteristics and
properties of two- and three-dimensional
geometric shapes and develop mathematical
arguments about geometric relationships.”
In meeting this goal, the successful student
will have to develop an understanding of the
symbolism of geometry including, but not
limited to, symbols for point, line, segment,
angle, length, area, volume, congruence,
similarity. These symbols are used in a
“transformative” setting through the study
of transformation: translation, rotation,
reflection, glide-reflection and dilation.
2. relay and interpret information in terms of the One of the learning outcomes for M133 is as
given symbolic system.
follows, “Describe and apply measurable
attributes of objects and the units, systems,
and processes of measurement.” In meeting
this goal, the successful student is required
to interpret geometric measurement
information. This information is organized
and applied to known models to produce
new information that is relayed to the
community of learners.
3. apply creative thinking using the symbolic
One of the learning outcomes for M133 is as
system in order to solve problems and
follows, “Describe and apply measurable
communicate ideas.
attributes of objects and the units, systems,
and processes of measurement.” In meeting
this goal, the successful student is required
to interpret geometric measurement
information. This information is organized
and applied to known models to produce
new information that is relayed to the
community of learners and the instructor.
VII. Assessment: How are the learning goals above measured? Please list at least one
assignment, activity or test question for each goal.
All learning outcomes are assessed by embedded questions on mid-semester and final exams.
Specific questions are written to assess learning outcomes and an assessment report is written
based on student performance on these questions. I would be happy to provide historical
reports to the committee.
VIII. Justification: Normally, general education courses will not carry pre-requisites, will
carry at least 3 credits, and will be numbered at the 100-200 level. If the course has more than
one pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
N/A
IX. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe learning outcomes related to the above criteria and learning goals.
A sample syllabus is attached below.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
MATHEMATICS FOR ELEMENTARY TEACHERS
MATHEMATICS 133
INSTRUCTOR Matt Roscoe
Office: Math 205A
Phone: 406-243-6689
Email: roscoem@mso.umt.edu
Office Hours: 11AM-12NOON MTWF or by appointment
COURSE Bonnie Spence
COORDINATOR Office: Mathematics 004A
Phone: 406-243-4808
Email: bonnie.spence@umontana.edu
DESCRIPTION The study of geometry and geometric measurement for prospective
elementary and middle school teachers, including synthetic,
transformational, and coordinate geometry, constructions,
congruence and similarity, 2-dimensional and 3-dimensional
measurement, and problem solving. Prerequisite: M 132
LEARNING Upon completion of this course, a student will be able to:
1. Analyze characteristics and properties of two- and threeOUTCOMES
2.
3.
4.
5.
6.
dimensional geometric shapes and develop mathematical
arguments about geometric relationships;
Apply transformations and use symmetry to analyze mathematical
situations;
Use visualization, spatial reasoning, and geometric modeling to
solve problems;
Describe and apply measurable attributes of objects and the units,
systems, and processes of measurement;
Apply appropriate techniques, tools and formulas to determine
measurements for length, area, and volume;
Develop a deep understanding of the mathematical concepts
needed for effective teaching by developing the ability to examine
and explain underlying mathematical structure in using multiple
geometric representations and tools for solving problems.
TEXT A Problem Solving Approach to Mathematics for Elementary
Teachers, 11th Edition (Billstein, Libeskind, and Lott)
MATERIALS Textbook, Quad Ruled Homework Paper, Calculator (A graphing
calculator is recommended but not required, classroom
demonstrations will be given using the Texas Instruments TI-84),
Compass, Metric Ruler, Computer Storage Device (USB Thumb
Drive)
GRADING 3 Mid-Semester Exams, 100 Points Each
15 Highest Homework Scores, 4 Points Each
5 Highest Lab Assignments, 12 Points Each
4 Projects, 20 Points Each
Final Exam
Total
GRADING
SCALE
A
A
A-
98-100
93-97
90-92
B+
B
B-
88-89
83-87
80-82
C+
C
C-
78-79
73-77
70-72
300
60
60
100
200
720
D+
D
D-
Points
Points
Points
Points
Points
Points
68-69
63-67
60-62
ACADEMIC The following is an excerpt from the University of Montana Student
HONESTY Conduct Code:
“All students must practice academic honesty. Academic
misconduct is subject to an academic penalty by the course
instructor and/or a disciplinary sanction by the University. All
students need to be familiar with the Student Conduct Code. The
Code is available for review online at
http://www.umt.edu/SA/vpsa/index.cfm/page/2585.”
Please be aware of the expectations for academic student conduct.
If you have any questions related to this code, please ask.
ACCOMODATION Please let me know at the beginning of the semester if you need
accommodations for learning in my classroom or through Disability
Services for Students (DSS). I am happy to help facilitate these
needs.
ADMINISTRATIVE You must earn a C- or better in this course to pass the requirement
POLICIES in the School of Education. You may change to Credit/No Credit up
the last day of the class. Credit will be awarded to students earning
a D- or better. However, if you choose this option the grade cannot
be counted towards the School of Education requirement nor the
UM graduation requirement.
IMPORTANT February 15th is the last day to drop or add the course using
DATES Cyberbear. April 8th is the last day to drop with instructor and
advisor signatures. May 10th is the last day to drop the course or
change grading option using a late drop form. Acceptable reasons
for a late drop are listed in the university catalog and include
reasons such as accident, illness, family emergency or a change in
work schedule.