MATH 1351 Last revised Spring 2012
STUDENT LEARNING OUTCOMES:
Students who successfully complete the Math for Middle School Teacher Certification II course
will be able to:
1) Organize and display data in a variety of formats (e.g., tables, frequency distributions, stem
and leaf plots, box and whisker plots, histograms, pie charts, line graphs) and explain in
writing which types of charts are most appropriate in a given situation.
2) Apply concepts of shape, center, spread, and skewness to describe a data distribution.
3) Apply knowledge of counting techniques such as permutations and combinations to quantify
and solve problems.
4) Calculate and interpret percentiles and quartiles.
5) Define and explain the basic terms of geometry point, line, plane, angle, polygon
6) Identify and define the classifications of angles, triangles and quadrilaterals
7) Compare and contrast the concepts of perimeter, area, surface area, and volume, and compute
them for given shapes and figures
8) Classify and define three dimensional figures such as prisms, pyramids, cylinders and spheres.
9) Perform transformations of shapes through slides, rotations, reflections, and contractions, and
identify what transformation or composition of transformations has produced a given image.
COMMON COURSE OBJECTIVES
MATH 1351 should:
a) increase students' explicit understanding (a level of understanding which allows one to clearly and
accurately communicate mathematical ideas) of some elementary mathematics: including representation
and interpretation of data; concepts of probability; classifying, creating and analyzing two and three
dimensional figures;
understanding congruence, transformations, symmetry and tessellations;
understanding perimeter, area and volume of geometric figures;
b) increase students' ability to independently increase their own understanding of mathematics (students
need to be able to learn math independently and be confident that they understand it since we can't get to
everything they will need to teach elementary or middle school students);
c) challenge students' beliefs about mathematics and, hopefully, enhance their attitudes in a positive way;
d) provide students with an opportunity to experience mathematics in a constructivist learning
environment, as they may be expected to teach it (for further information on that see NCTM's
Professional Standards);
e) introduce common manipulatives; through use, rather than demonstration,
f) begin to develop effective mathematical communication skills.