Guidelines for the Math 110 Instructor (to be implemented Fall, 2010

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Guidelines for the Math 110 Instructor
(to be implemented Fall, 2010)

Catalog Description: The first course of a two-part sequence that meets the
requirements for state certification in elementary teaching. Problem solving and
mathematical reasoning are main threads throughout the course. The course content
includes: whole numbers, integers, rational numbers, sets, functions, reasoning,
numeration systems and number theory. Course pedagogy involves students as active
participants in the learning process. The two-course sequence, Math 110/113 fulfills the
Illinois Transferable General Education Core Curriculum requirement only for students
seeking state certification as elementary teachers or special education teachers.

Prerequisites: Grade of C or better in Math 098 or appropriate placement test score; and
grade of C or better in Math 097 or grade of C or better in two semesters of high school
geometry or appropriate score on the geometry placement test.

Student Materials:
Billstein, Libeskind & Lott. A Problem Solving Approach to Mathematics for Elementary
School Teachers; 10th Edition. Addison Wesley Publishers, 2010 ISBN:9780321570550
(Requried).
Levy; Student’s Solution Manual ISBN:978032156927 (Optional)
MyMathLab (Optional)
Course Outline:
1. Problem Solving
2. Numeration Systems and Sets
3. Whole Numbers and their Operations
4. Algebraic Thinking
5. Integers and Number Theory
6. Rational Numbers as Fractions
7. Decimals and Real numbers

Learning Outcomes:
1. Gain knowledge and understanding of the mathematical content that is taught in
elementary schools.
2. Solve problems and analyze solutions using a variety of problem-solving strategies
including set theory and logical reasoning.
3. Develop an appreciation of and interest in the history, structure and applications of
mathematics.
4. Relate number theory to other mathematical concepts such as fractions and decimals.
5. Analyze articles from professional journals and publications in the field of elementary
school mathematics. (0ptional)
Guidelines for Instructors of Math 110
The following sections should be covered in class:
Chapter 1: An Introduction to Problems Solving – Section 1.1 and 1.2 and give an overview of
section 1.3
Chapter 2: Numeration Systems and Sets – Sections 2.1, 2.2 and 2.3
Chapter 3: Whole Numbers and Their Operations – Sections 3.1, 3.2, 3.3, 3.4 and 3.5
Chapter 4: Algebraic Thinking – Sections 4.1, 4.2 and 4.3
Chapter 5: Integers and Number Theory – Sections 5.1, 5.2, 5.3, 5.4 and 5.5. Section 5.6 is
optional
Chapter 6: Rational Numbers as Fractions – Sections 6.1, 6.2 and 6.3
Chapter 7: Decimals and Real Numbers – Sections 7.1, 7.2, 7.3 and 7.4. Omit section 7.5
Chapter 8: Proportional Reasoning, Percents and Applications – Section 8.1 if time permits
Optional Math 110 Project:
Reflection Paper on Chapter 3 of
Knowing and Teaching Elementary Mathematics
by Liping Ma
1. Six copies of Knowing and Teaching Elementary Mathematics are available for you in
the ECC library. This is an excellent text offering an in-depth study of specific topics
taught in elementary mathematics. You are only required to read the Introduction and
Chapter 3. I encourage you to read the remainder of the book because it’s
enlightening.
2. Write a guided reflection of chapter 3. In your reflection paper include the following:
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Give a brief summary of the reading
Explain why the US teachers were less successful
Which computational model would you use? Justify your choice
Write your own story problem to represent the division problem 1¾  ½
What are your personal thoughts about this reading? How it will influence the way
you teach?
3. Your paper should not exceed 5 pages typed, 10-12 font, double-spaced.
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