EDMA239- GEOMETRY FOR TEACHERS
Course Syllabus: GEOMETRY FOR TEACHERS
Instructor: Mohammad Awwad
Classes: W 15:20 – 16:35. E-211
F 13:00 – 14:15 E-303
Email: mawwad@bethelehm.edu
Office Room No: E-206 Office Ext. : 2032
Office Hours: W 14:00-15:00. E-206
MainTextbook:
Elementary Geometry for College Students ; Alexander/Koeberlein's
Publisher, ‎Cengage Learning; 6th edition (2014);Language, ‎English; Hardcover, ‎624
pages .
Recommended Supplemental Texts:
Geometry and measurement for middle-school teachers A. Cohen, I.
Radu, M. Sequin, and C. Woodward Rutgers University, New Brunswick
Copyright 2015.
Basic Mathematical Skills With Geometry: by James Streeter, Donald
Hutchison , Louis Hoelzle .
Geometry Tchr. Activity Kit Gr. 6-12 1st Edition by Judith Muschla
Palestinian mathematics curriculum at the primary and secondary Grades.
Basic Information:
A. Purpose statement : Students become aware of creative geometry, activates
and materials for teaching geometry. Teaching geometry effectively at middle
and secondary grades requires that teachers have a deep and profound
understanding. The main goal of this course is to enable students to develop
and advanced viewpoint of the geometry that will teach.
B. Course description: This course is designed for students who expect to be
teaching geometry at the high school or middle school level, but it can be useful
for many others as well. This course is listed as an Education course, and you
certainly will study mathematics, but not the kind of mathematics you’ve
studied before. In this course you will learn the mathematics needed to become
an effective teacher. What kind of geometry do teachers need to know?
intended for future and practicing teachers. This is a course in how to teach
geometry; in addition of that, it is to help you understand the subject and issues
in the subject well enough that you can teach the course., This course will be
one of the more challenging courses you take as you prepare to become a
teacher.
Learning goals:
Content goals:
Students will engage in a thorough development of the concepts of solving
problems in geometry. Many students will enter the course with the
misconception that mathematics is all about computation and following
procedures. Through careful consideration of many type of problems and
activates , students will come to understand that mathematics is much more
than computation, and more than one approaches to solving any problem.
Performance goals:
Upon complete of this course students will be prepared to teach geometry by
being able to:
(1) Demonstrate mathematical creativity and critical thinking by applying
geometric understanding to solve a variety of mathematical problems using
multiple representations.
(2) Improve ability to communicate mathematical ideas appropriately using the
language of mathematics.
(3) Improve ability to reason mathematically and began developing
mathematical proofs.
(4) To strengthen knowledge of the relation of geometry to other subjects, their
application in society, and relationships within mathematics itself.
(5) Increase understanding of the national Palestinian math curriculum relating
to geometry.
(6) To use technology, such as Geogepra , as an aid in understanding geometry.
(7)Analyze development levels of geometric thought.
Learning outcomes:
- In the scope of knowledge a graduate knows
the national curriculum of mathematics in the scope of the school geometry, the
teaching objectives and the content knowledge at different education levels
(Grade 7,8,9,10).
methods of teaching school geometry - substantive and methodical solutions,
good practices.
-In the scope of skills a graduate can
identify typical school exercises with the learning objectives, in particular with
the general requirements of the national curriculum .
identify the school geometry topics with other learning content topics
create didactical situations invoking students' activity and aimed at broadening
their interests and at knowledge .
recognize typical students' errors and use them in teaching practice
Student Assessment:
A. Assessment plan: students will assessed and receive regular feedback on their
work through the assignment of homework, written and oral communication,
group or individual project, in –class examinations, and final exam.
B. Methods and criteria: the final grade will be based on the following:
20% home work /class participation
10% Project
There will be two exams during the semester, dates to be determined
15% first exam
15% second exam
40% final exam
- The project will allow students to teach classes to students at one of the close
schools after discussing how to teach and design lesson Plans. Or explore a
concept more deeply in a real-world context. This will be due to the middle
semester.. Homework's will be assigned regularly to reinforce the advanced
mathematical concepts learned in class.
Note: All missed exams will be given a grade of zero. Late homework
assignments will not be
accepted. The only exceptions to this policy will be those absences that are
caused by university-approved activities or religious observances for which
documentation has been provided to the instructor in advance. The instructor
will evaluate unexpected illness or unforeseen catastrophic
circumstances on a case-by-case basis and determine whether a make-up is
appropriate.
Learning Activates:
Middle and high school Palestinian mathematical curricula are used as basis in
depth study of mathematical geometry content. Many class sessions are
developed to dissuasion of mathematical content and skills are necessary in
mathematical education of middle school grades. Other class sessions consist of
hands on experience in order for the future teachers to learn how to use
concrete materials, technology in the development of geometry for middle
school grades.
Classes :
Although I won’t officially take attendance, I expect you to attend all classes. In
addition to conducting lectures, discussions, and practice exercises designed to
clarify the reading and prepare you for the homework ,I will also be introducing
new concepts that are not covered in either the textbooks or the handouts.
Because this class is taught in a cooperative inquiry-based format, small groups,
and whole class participation is an essential part of the experience for both you
and your classmates .Consequently, absences by individual students hurt not
only that student, but also the rest of the class. Excessive absences from class
will result in a lowering of your overall grade in the course as follows:
Number of
absences
Grade
lowered
0-2
3
4
None
One point
Two points
5
Three
points
6 and
more
Fail
The only exceptions to this policy will be those absences that are caused by
university approved activities or religious observances for which documentation
has been provided to the instructor in advance
Academic Integrity:
Each student must pursue his or her academic goals honestly and be personally
accountable for all submitted work. Representing another person's work as your
own is always wrong, whether this is another student's work
Cheating:
The University’s minimum penalty for cheating or plagiarism is a failure in the
course. Cheating or plagiarism can lead to expulsion from the university. It’s not
worth it, so don’t do it.
Course Content :
The following description comes from the original proposal for this course, and
reflects the approach I will attempt to take this semester.
Detailed course outline:
Introduction to geometry and Basic concepts
Distances, lines and Angle Relationships
Angles
Triangles
quadrilaterals
Similar Triangles
Circles
Design Geometry class lesson Plan
Locus and Concurrence
Areas of Polygons and Circles
Surfaces and Solids
Analytic Geometry
Introduction to Trigonometry
Geogebra program