I.
COURSE NUMBER/SECTION:
COURSE TITLE:
COLLEGE OR SCHOOL:
SEMESTER AND YEAR:
Math 3318
Algebra for ECE Teachers
Science and Mathematics
Fall 2008
II.
INSTRUCTOR:
TELEPHONE:
FAX:
E-MAIL:
OFFICE:
OFFICE HOURS:
III.
CLASS MEETINGS:
IV.
TEXT AND OTHER RESOURCES:
Navigating through algebra in prekindergarten-grade 2 (NCTM, 2001)
Navigating through algebra in grades 3-5 (NCTM, 2001)
Navigating through algebra in grades 6-8 (NCTM, 2001)
Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating
arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann.
Kilpatrick, J., & Swafford, J. (Eds.). (2002). Helping children learn mathematics.
Washington, DC: National Academy Press. Available:
http://www.nap.edu/catalog/10434.html
Writing Center
The KSU Writing Center is a free service offered to all KSU students. Experienced
writing assistants work with you throughout the writing process (on concerns such as
topic development, revision, research, documentation, grammar, and mechanics)
although assistants cannot edit or proofread your paper for you. Appointments are
strongly encouraged. For more information or to make an appointment, visit
http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English
Building. 2)
Contact us to schedule a Writing Center “outreach visit.” Writing
assistants are available to visit classes in all disciplines to encourage student use of our
services. To schedule a brief outreach, simply email your request to
writingcenter@kennesaw.edu. If your class meets exclusively online, we would be
happy to provide an electronic handout. We thank you for your time and look forward to
working with you and your students!The KSU Writing Center
English 242
Kennesaw State University
1
Kennesaw, Georgia 30144
770.423.6380
Math Lab
The primary focus of the Math Lab is to help students up through Calculus I. When there
are tutors who have higher maths such as Calculus II and III, Discrete modeling, ECE,
etc. we will try our best to help with those classes as well. However, we cannot guarantee
that there will be someone here at all times to help with subjects about Calculus I. To find
out if someone is available for a higher math, please take a look at our Tutors and Hours
Pages.
Services and Resources: Tutoring, Supplement Lecture Videos, Math Software
For more information visit
http://www.kennesaw.edu/university_studies/mathlab/index.shtml.
The Math Lab is located on the fourth floor of
the Sturgis Library, Room 433
mathlab@kennesaw.edu
(770)-423-6044
TRAC Center has many materials appropriate to primary and middle school
mathematics.
V.
CATALOG COURSE DESCRIPTION:
Prerequisite: MATH 3317
A continuation of Math 3316 and Math 3317, designed for the P-5 teacher. Topics will
emphasize the critical content and conceptual development of the major concepts and
techniques of algebra for grades P-5, including expressing, transforming, and
generalizing patterns and quantitative relationships through a variety of representations,
including tables, graphs, algebraic symbols, verbal descriptions, manipulatives, and
geometric figures. Solving problems using multiple strategies, manipulatives, and
technological tools will also be a focus. Not for mathematics or mathematics education.
Not for math majors or secondary education majors.
VI.
PURPOSE/RATIONALE:
The purpose of this course is to prepare prospective P-5 teachers to become effective
facilitators in the teaching of mathematics.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
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recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Use of Technology:
The use of calculators and computers is an encouraged and accepted practice to enable
students to discover mathematical relationships and approach real world applications.
Familiarizing the pre-service teacher with a variety of technological tools is an integral
part of the course.
Diversity:
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans
with Disabilities Act of 1990. A number of services are available to support students with
disabilities within their academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443) and
develop an individual assistance plan. In some cases, certification of disability is required.
VII.
LEARNING OUTCOMES/COURSE OBJECTIVES:
The KSU teacher preparation faculty is strongly committed to the concept of teacher
preparation as a developmental and collaborative process. Research for the past 25 years
has described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful
learners in today’s schools and who choose to continue their professional development.
By the end of this course students will be able to:
1. Identify and model properties and characteristics of integers and integer arithmetic
and be able to solve problems involving integers
2. Explore mathematical problems in mathematical and real-world contexts and interpret
results using graphical, numerical, physical, algebraic, and verbal mathematical
models or representations
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3. Recognize, create, and analyze representations of quantitative relationships, including
tables, graphs, algebraic symbols, verbal descriptions, manipulatives, and geometric
figures, and translate flexibly among such representations
4. Solve equations and inequalities in one variable, using graphical, numerical, and
symbolic methods, as well as informal reasoning
5. Solve geometric problems using coordinates and algebra
VIII. COURSE ACTIVITIES/ASSIGNMENTS:
Assignments:
1. Homework will be assigned most days. Homework problems serve different purposes.
Sometimes, homework problems are used to help you review, master and self-assess
your understanding of the ideas discussed in class. On other occasions, homework
problems will be used as the motivation for the following lesson. Although homework
will not be graded, thoughtful completion of assigned problems will be essential for your
success in this course.
2. Group/Class Work: There will be opportunities for students to work in cooperative
learning groups to solve problems, both in and out of class. Group work will be
beneficial only if every member of the group is fully engaged with the assigned
problem.
3. Problem Solving/Class Discussion: Solving problems and discussing different solution
strategies will be a routine part of our class. The goal of such problem solving/class
discussion period goes much beyond simply solving problems. Rather, through
discussion, you will be learning important mathematical ideas that are fundamental to
elementary school mathematics. Your participation in class discussion is essential for
your own learning as well as your classmates’. You should feel free to share hunches
and half-baked ideas, and you are expected to try to make sense of your classmates’
ideas. Incorrect and/or incomplete solutions are often more valuable for one’s learning
than a correct solution.
4. Minor Assignments: Throughout the semester, you will be assigned various minor
assignments. Some of them may be completed in-class while others will be completed
out-of-class. These assignments will be graded on a Satisfactory/Unsatisfactory basis.
Each unsatisfactory/incomplete work after the first one will reduce your minor
assignment grade by 5 points.
5. Quizzes: There will be quizzes throughout the semester. These quizzes will be
completed in-class. These quizzes will be brief (should not take any more than 10
minutes), and they will not always be announced.
6. Exams: There will be three in-class exams and a comprehensive final exam. If your
final exam score is higher than either of the in-class exams, I will replace your lowest inclass exam score with the final exam score.
IX.
EVALUATION AND GRADING:
Possible Points
4
In-class exams (2)
Final Exam
Quizzes
Minor Assignments
Total Possible Points
200 (100 each)
100
100
100
500
Your course grade will be determined using the following guideline:
A:
C:
F:
450 or above
350 – 399 points
below 300 points
B:
D:
400 – 449 points
300 – 349 points
X.
ATTENDANCE POLICY
Class attendance is assumed and strongly recommended. In the event of an absence, the
student is responsible for all material, assignments, and announcements presented in
class. If you miss the class before a quiz, minor assignment, or test, you will still be
expected to take the quiz or test on the day it is given or submit the minor assignment on
the due date. In the event that you miss a quiz or an in-class minor assignment for a valid
and verifiable reason, your final quiz/minor assignment grade will be based on the
remainder of quizzes/minor assignments. Assignments can be faxed or emailed to the
professor, and will be scored based on the time received.
XI.
WITHDRAWAL
Students who find that they cannot continue in college for the entire semester after being
enrolled, because of illness or any other reason, should complete an official withdrawal
form. Forms may be obtained from the Office of the Registrar.
Students who officially withdraw from the university with the approval of the registrar
before mid-semester (including registration days) will be assigned grades of “W”, which
will not affect their grade point average. Students who officially withdraw after midsemester (and before the last three weeks of the semester) will receive a “WF,” which
will be counted as an “F” in the calculation of the grade point average. Those students
who stop attending classes without notifying someone will be assigned failing grades,
which jeopardize their chances of future academic success.
Students may, by means of the same withdrawal and with the approval of the university
Dean, withdraw from individual courses while retaining other courses on their schedules.
This option may be exercised up until October 11, 2007.
This is the date to withdraw without academic penalty for Fall Term, 2007 classes.
Failure to withdraw by the date above will mean that the student has elected to receive
the final grade(s) earned in the course(s). The only exception to those withdrawal
regulations will be for those instances that involve unusual and fully documented
circumstances.
XII.
ACADEMIC INTEGRITY
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Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the
Student Code of Conduct addresses the University’s policy on academic honesty,
including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records or academic
work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes either an
“informal” resolution by a faculty member, resulting in a grade adjustment, or a formal
hearing procedure, which may subject a student to the Code of Conduct’s minimal one
semester suspension requirement.
XIII.
COURSE OUTLINE
Date
Math Topic
Week 1
Integers
Week 2
Integer Operations
Week 3
Patterns and Relations (proportional)
Week 4
Patterns and Relations (inverse proportional)
Week 5
Algebraic symbols
Week 6
Exam 1
Week 7
Functions: Linear Relations
Week 8
Functions: Linear Relations
Week 9
Functions: Linear Relations
Week 10
Solving Equations and Inequalities
Week 11
Solving Equations and Inequalities
Week 12
Exam 2
Week 13
Coordinate Geometry
Week 14
Functions: Quadratic Relations
Week 15
Functions: Quadratic Relations
*These dates are TENTATIVE and subject to change!
NOTE: Last day to withdraw without academic penalty is October 11, 2007
Final Exam
XIV.
Thursday, December 6th, 5:00pm – 7:00pm
REFERENCES
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring,
background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for
novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
National Council of Teachers of Mathematics, 2000. Principles and Standards for School
Mathematics, Reston, VA.
National Council of Teachers of Mathematics, Teaching Children Mathematics (formerly
Arithmetic Teacher), Reston, VA. (monthly journal)
National Council of Teachers of Mathematics, Journal for Research in Mathematics
6
Education, Reston, VA. (monthly journal)
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational
Psychology Review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes
an expert student? Instructional Science, 26, 127-140.
The information in this syllabus is subject to change, with notice.
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