MAT 520 Project 2: Arithmetic Summation
This semester we have explored many concepts in numbers, arithmetic and algebra. For this
second project, I would like you to explore at least one of these topics in more depth. You can
work alone, with a partner or in a group of up to 4 students. Choose one of the following:
1. Research and present on one of the following topics below. You can create a
billboard/poster, research or position paper (4-6pages), game (digital or board game),
skit/movie or your own invention.
a. History of Numbers
(http://www.thegreatcourses.com/tgc/courses/course_detail.aspx?cid=1499)
b. “Interesting” numbers – Pi, e, etc.
c. Number theory
d. Best practices in teaching mathematics in the elementary school
e. Problem solving in the elementary math classroom
f. Role of technology in teaching mathematics (at any level)
g. Pick your own topic
2. Create a game for you students to play in class to practice any of the concepts we have
discussed thus far in class.
3. Problem Solving Exploration: Go on a problem solving exploration by developing or
finding a mathematics/science/engineering problem-solving question to investigate. Write
up your experience by (1) enumerating your question(s), discussing where you found the
question(s) and/or how the question(s) was developed and what you hope to learn from
investigating this question, (2) writing up your problem solving process (the steps you
took with reflection/rationale: pre-planning, official plan, what you did, and then your
results) and solution to the problem, and (3) what you learned/now understand after the
investigation of your question(s) and reflection looking back on the process.
4. Writing a children’s book that involves arithmetic/algebraic topics (this can be any topic
or the topic you found most difficult topic from the semester) & creating a unit that goes
with it: (1) Read “A Reflection Framework for Teaching Math” (Merritt et al., 2010) so
that you can include these techniques into your unit; (2) Describe mathematical topics
and assessment techniques; (3) Create/include all examples, exercises, problems,
discussion questions, and assessment activities; (4) Write up how your lessons match up
with the M-Scan framework – be sure to include a discussion of each dimension and how
they are exemplified in each of your lessons.
5. Creating and teaching a unit involving literature: (1) Review of the book (chose from the
list or if you have a book not on the list it must be approved by me first); (2) Read “A
Reflection Framework for Teaching Math” (Merritt et al., 2010) so that you can include
these techniques into your unit; (3) Describe mathematical topics and assessment
techniques; (4) Create/include all examples, exercises, problems, discussion questions,
and assessment activities; (5) Write up how your lessons match up with the M-Scan
framework – be sure to include a discussion of each dimension and how they are
exemplified in each of your lessons.
6. Create a representation to illustrate at least one of the concepts we have gone over (i.e.
that perfect representation of fraction multiplication or solving algebraic equations) using
any kind of materials you’d like.
7. Create your own project to demonstrate your knowledge on any of the topics we’ve
covered or you are interested in related to numbers, arithmetic and algebra.
A detailed grading rubric for the assignment is below.
Grading Rubric
CATEGORY
20
17
13
10
Mathematical
Concepts
Work & explanation
shows complete
understanding of the
mathematical concepts
used to solve the
problem(s). Student
properly develops
math concepts.
Uses complex and
refined mathematical
reasoning.
Explanation is detailed
and clear. A lot of
effort is put forth and
there is much attention
to detail.
Explanation shows
substantial
understanding of the
mathematical concepts
used to solve the
problem(s).
Explanation shows
some understanding of
the mathematical
concepts needed to
solve the problem(s).
Explanation shows
very limited
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written.
Uses effective
mathematical
reasoning.
Explanation is clear.
Evidence of effort.
Some evidence of
mathematical
reasoning.
Explanation is a little
difficult to understand,
but includes critical
components. Some
effort put forth.
Correct and proper
terminology and
notation are always
used, making it easy to
understand what was
done.
The student uses his or
her creativity to create
a unique and original
project. The work is
presented in a neat,
clear, organized
fashion that is easy to
read.
Correct terminology
and notation are
usually used, making it
fairly easy to
understand what was
done.
The student’s idea is
not completely original
but the work is all his
or her own making his
or her project unique.
The work is presented
in a neat and organized
fashion that is usually
easy to read.
Correct/Proper
terminology and
notation are not
always used.
Little evidence of
mathematical
reasoning.
Explanation is difficult
to understand and is
missing several
components OR was
not included. Little
effort put forth.
There is little use, or a
lot of inappropriate
use, or terminology
and notation.
Mathematical
Reasoning
Explanation and
Effort
Mathematical
Notation and
Terminology
Creativity,
Neatness,
Organization &
Writing Mechanics
The student’s idea is
not original but he or
she does his or her
own work to make the
project unique. The
work is presented in
an organized fashion
but may be hard to
read at times.
The idea is not
original and the work
is not unique, but was
done by the student.
The work appears
somewhat sloppy and
unorganized. It is hard
to know what
information goes
together.