MAT 141 Syllabus

 

Text:   Mathematics for Elementary Teachers-A Contemporary Approach, by Musser,  

             Burger and Peterson, 7th edition, 2006.

   This text includes access to a web site with text related activities.

    Math 141 includes chapters 1-9.  (Math 142 includes chapters 10-14, and 16) 

 

INTRODUCTION to Math 141, Basic Concepts of Mathematics I.

The purpose of this course is to develop a better understanding of basic mathematics.  While studying concepts such as problem solving, logical reasoning, sets, number theory, whole numbers, integers, rational numbers, and decimal numbers, students will extend their ability to understand and use mathematics.  Most are planning to teach in elementary or middle school, so in addition to being able to do mathematics it is very important that the students are able to explain how to do mathematics.  Whether or not they plan to teach, this course should help students understand mathematics better so that they will be able to apply it to everyday life. 

This course is taught in a hybrid mode – both in class and online.  Course information is available to students online by chapters (modules).  Although our course activities include online work, we meet for in-class activities during our regularly scheduled class time. 

Where appropriate, technology is used when it supports the content and improves student proficiency with technology and problem-solving.  The text has a web site with many different types of activities to enhance the students’ understanding of the topics taught. 

http://jws-edcv.wiley.com/college/bcs/redesign/student/0,,_0471662933_BKS_2128____,00.html 

      An instructor’s web site also has many links to sites that are related to the topics taught in

      this course. (http://people.uncw.edu/spikek)     

 

 

This syllabus is written for two, 75-minute classes per week.

 

Chapter

Title

Sections

Class Days

 

1

 

Introduction to Problem Solving

 

1.1, 1.2

 

3

2

Sets, Whole Numbers, Numeration

2.1-2.4

4

3

Whole Numbers: Operations, Properties

3.1-3.3

3

4

Whole No. Computation, Mental, Electronic, Written*

4.1-4.3

3

5

Number Theory

5.1, 5.2

3

6

Fractions

6.1-6.3

3

7

Decimals, Ratio, Proportion, and Percent

7.1-7.4

3

8

Integers

8.1, 8.2

2

9

Rational Numbers and Real Numbers**

9.1, 9.2

  2_

 

 

            Total Class Days

26

 

 

                       

 

 

 

            Test Days

 3

 

 

            TOTAL

29

*TI explorer Calculator can be introduced with section 4.1 (or later in the semester).

**Omit section 9.3 on functions and their graphs.

 

 

 

MAT 142 Syllabus

 

Text:   Mathematics for Elementary Teachers-A Contemporary Approach, by Musser,  

             Burger and Peterson, 7th edition, 2006.

   This text includes access to a web site with text related activities.

    Math 142 includes chapters 10-14, and 16.  (Math 141 includes chapters 1-9) 

 

INTRODUCTION to Math 142, Basic Concepts of Mathematics II

The purpose of this course is to develop a better understanding of basic mathematics.  While studying concepts such as statistics, probability and geometry the students will extend their ability to understand and use mathematics.  Most are planning to teach in elementary or middle school, so in addition to being able to do mathematics it is very important that the students are able to explain how to do mathematics.  Whether or not they plan to teach, this course should help students understand mathematics better so that they will be able to apply it to everyday life. 

 

This course will be taught both in class and online.  Course information will be available online by chapters (modules).  Although our course activities include online work, we meet for in-class activities during our regularly scheduled class time.  Students can access the online portion of this course via SeaPort (formerly Campus Pipeline) or by http://uncw.eduprise.com.

 

This syllabus is written for two, 75-minute classes per week.

 

Chapter

Title

Sections

Class Days

 

 

10

 

Statistics

 

10.1-10.3

 

4

11

Probability

11.1-11.4

5

12

Geometric Shapes

12.1-12.5

5

13

Measurement

13.1-13.4

4

14

Geometry – Triangle congruence & Similarity

14.1-14.5

5

16

Geometry Using Transformations

16.1-16.3

_3_

 

 

 

 

 

 

            Total Class Days

26

 

 

 

 

 

 

            Test Days

 3

 

 

            TOTAL

29

                                                                       

 

 

 

 

 

 

 

 

 

Goals and Objectives for Math 141 and 142

 

GOALS:

 

The main goal of Math 141 & 142 is to teach the areas of mathematics that are covered in the standard course curriculum of kindergarten through 8th grade.  While teaching the content we strive to have the university students make the change from looking at the topics from the point-of-view of a student trying to get a correct answer to that of a future-teacher in understanding the content and seeing connections between topics.  We work to improve the student’s understanding of mathematics, to increase each student’s ability to see patterns, and to explain the patterns they see.  These increased abilities will improve a student’s confidence and attitude towards mathematics.     

There is an emphasis on the NCTM Principles and Standards for School Mathematics.   We look at multiple representations of topics, connections between topics, and problem solving as applications of many topics.  (The text we use has many references to the NCTM standards as related to each topic being taught.  These references in the margins of the text are pointed out and discussed.)

 

 

OBJECTIVES:

 

  1. Students understand the concepts rather than just memorizing how to apply the critical ideas.  When the concepts make sense to a student and are not just memorized it helps reduce the student’s “math anxiety” and makes him/her a better future-teacher.
  2. Students can write all formulas as verbal sentences and not just as equations.  If possible, students will be able to explain how the formula was developed.
  3. Students can summarize each topic with a short verbal explanation rather than just giving example problems.
  4. Students learn each topic in different ways, recognizing that students learn through visual, verbal and numerical methods. 
  5. Each topic is taught by presenting different “levels of difficulty” and thus enabling these future teachers to integrate the ideas effectively at the appropriate levels for grades K – 8.
  6. Where appropriate, technology is used when it supports the content and improves student proficiency with technology and problem-solving.  The text we use has a web site with many different types of activities to enhance the students’ understanding of the topics taught.             http://jws-edcv.wiley.com/college/bcs/redesign/student/0,,_0471662933_BKS_2128____,00.html 

An instructor’s web site also has many links to sites that are related to the topics taught in this course. (http://people.uncw.edu/spikek)