# Foundations of Elementary Mathematics III

- Course Number:
- MTH 213
- Transcript Title:
- Foundations of Elementary Mathematics III
- Created:
- Aug 15, 2022
- Updated:
- Jul 12, 2023
- 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, P/NP, Audit
- Default Grading Options
- A-F
- Repeats available for credit:
- 0

## 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.

## Course 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 studentsâ€™ ability to reason, reflect, observe and engage more deeply in mathematical thinking.

## Alignment with Institutional 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, Institutional Learning Outcomes (ILOs) 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.

## Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

## 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

#### 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.

## Suggested Texts and Materials

Mathematics for Elementary Teachers -

A Conceptual Approach by Bennett, Burton, Nelson, and Ediger