Foundations of Elementary Mathematics III
Course Number: MTH 213
Transcript Title: Foundations of Elem Math III
Created: April 20, 2020
Updated: April 20, 2020
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0
Prerequisites
Course Description
Continues to prepare prospective elementary teachers to teach math by strengthening their mathematical background. Explores the following topics: problem solving using Algebra, use of the coordinate plane, functions, geometry and measurement. Third term of a three-term math sequence.Prerequisites: MTH 212. Audit available.
Intended Outcomes
Upon successful completion of this course, students will be able to:
- Extend mathematical content knowledge, including: problem solving using Algebra, use of the coordinate plane, functions, geometry and measurement.
- Apply various problem-solving strategies to create mathematical models that will help analyze real world scenarios.
- Use appropriate mathematical vocabulary to strengthen skills needed for communicating while teaching elementary math.
- Provide examples of mathematical problems that will strengthen students’ ability to reason, reflect, observe and engage more deeply in mathematical thinking.
Alignment with Institutional Core Learning Outcomes
Major | 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication) |
Major |
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving) |
Major |
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy) |
Not addressed |
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness) |
Not addressed |
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility) |
To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.
Major Designation
- The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
- Students can demonstrate and are assessed on a thorough understanding of the outcome.
- The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.
Minor Designation
- The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
- Students can demonstrate and are assessed on a fundamental understanding of the outcome.
- The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.
Outcome Assessment Strategies
- Reflective Writing
- Quizzes
- Class Discussions
- Homework
- Problem Solving Assignments
- Projects
- Presentations
- Exams
Texts and Materials
Mathematics for Elementary Teachers -
A Conceptual Approach by Bennett, Burton, Nelson, and Ediger
Course Activities and Design
The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.
Course Content (Themes, Concepts, Issues and Skills)
Outcome #1: Extend mathematical content knowledge, including: problem solving using Algebra, use of the coordinate plane, functions, geometry and measurement.
- Solving linear equations
- 1.1 Linear equality
- 1.2 Linear inequality
- Coordinate Plane
- 2.1 Ordered Pairs
- 2.2 Slopes
- 2.3 Lines
- Functions
- 3.1 Linear Functions
- 3.2 Graphical Interpretations
- 3.3 Use of technology to interpret
- Geometry
- 4.12 Dimensional figures
- 4.2 Angles
- 4.3 Polygons
- 4.4 3 Dimensional figures
- 4.5 Symmetry
- Measurement
- 5.1 History of various measuring systems
- 5.2 English system
- 5.3 Metric system
- 5.4 Temperature
- 5.5 International system of units
Outcome #2: Apply various problem-solving strategies to create mathematical models that will help analyze real world scenarios.
- Problem solving
- Set up Algebraic equations to predict outcomes in real world situations
- Create and interpret graphical models
- Use perimeter, area, and volume and apply these to real life situations
Outcome #3: Use the appropriate mathematical vocabulary necessary in the teaching elementary math.
- Show how mathematical vocabulary is necessary to explain problems
- Compare and contrast non-mathematical vocabulary with proper mathematical vocabulary.
Outcome #4: Provide examples of mathematical communication that will strengthen the studentâ€™s ability to reason, reflect, observe and engage more deeply in mathematical thinking.
- Demonstrate the steps needed for solving linear equations and explain how these can be used to problem solve
- Recognize the appropriate equations to find perimeter, area, and volume of polygons.
- Explain how the history of measurement has changed over time.
- Identify how application problems can be modeled mathematically.
- Apply the definitions in the areas of linear equations, geometry and various systems of measurement.