ST. LOUIS COMMUNITY COLLEGE AT FLORISSANT VALLEY

COURSE OF STUDY

MTH:166

DEPARTMENT: Mathematics LAST UPDATE Summer 2006

COURSE TITLE: Structures of Mathematical Systems II CREDIT HOURS: 3

LECTURE HOURS PER WEEK: 3 LAB HOURS PER WEEK: 0

During the first week of the semester, it is the responsibility of each instructor to furnish, in writing, the course objectives and a course syllabus. The objectives are stated below. The syllabus should include instructor information, course information, expected outcomes, course requirements, method of evaluation and an explanation of grading policies, policies on make up work, ground rules for class participation, a tentative class schedule, withdrawal dates, expected classroom behavior, information on the math learning center, consultation (office) hours, and an Americans with Disabilities Act (ADA) accommodations statement.

COURSE DESCRIPTION:

This course is designed for those students who are interested in teaching elementary school. The NCTM Standards state that “prospective teachers be taught in a manner similar to how they are to teach.” Thus, this course should develop the teaching process as well as addressing the mathematical topics of the course. Topics include: introductory geometry, congruence, symmetry, similarity, measurement, algebra and coordinate geometry, statistics and probability.

COURSE PREREQUISITE:

MTH: 165 with a grade of “C” or better, or satisfactory score on placement test.

TEXT:

Long, Calvin T., and Duane W. De Temple. Mathematical Reasoning for Elementary Teachers. (Fourth Edition) Addison Wesley Educational Publishers Inc., 2006

SUPPLEMENTAL MATERIALS:

1) Instructor’s Guide

2) Student Guide (extra cost)

3) Printed Test Bank

4) Activities for Elementary Mathematics Teacher (fifth edition). Dolan, Williamson, Muri

5) Instructor’s Solutions Manual

COURSE OBJECTIVES:

The student will…

1. be able to identify and work with basic geometric figures and concepts.

2. explore various transformations of geometric figures.

3. become familiar with the metric system as well as extend their understanding of the concepts of perimeter, area and volume.

4. be able to use tables and graphs to convey and retrieve information.

5. be able to relate their everyday language to mathematical language and symbols.

6. gain a deeper understanding of basic algebraic concepts.

7. be able to construct, read and interpret displays of data.

8. be able to use and understand the basic principles of probability.

ANCILLARY MATERIAL:

A supply of various types of manipulatives is available in the department.

COURSE OUTLINE:

		Suggested Time Allotment
Chapter	Topics and Sections	(Number of 75 min. periods)
Chapter 8	Algebraic Reasoning & Representation	3
	8.1 through 8.3
Chapter 9	Statistics: The interpretation of data	3
	9.1 through 9.3
Chapter 10	Probability	5
	10.1 through 10.3
Chapter 11	Geometric Figures	4
	11.1 through 11.4
Chapter 12	Measurement	3
	12.1 through 12.4
Chapter 13	Transformations, Symmetries, and Tilings	3
	13.1 through 13.3
Chapter 14	Congruence, Construction, and Similarity	3
	14.1 through 14.3
Test and Review		6
		TOTAL: 30 sessions

ADDITIONAL COMMENTS:

1) It is important to teach in a highly participatory manner using groups and manipulatives, i.e. in the desired manner in which these future teachers will teach.

2) The development of problem solving skills should be given considerable time, effort, and attention.

3) Calculator use should be carefully integrated into the course in a way that will help reinforce important concepts. This is strongly encouraged but implemented at instructor’s discretion.