Department of
Mathematics and Computer Science
Course Syllabus
Course
Number: MATH 6110
Course
Title: Informal Geometry
Class Times: 8:00
a.m. – 4:00 p.m. (5:00 p.m. on first
day)
Instructor: Dr.
Dianna Spence
E-Mail: djspence@ngcsu.edu
Phone: (706) 864-1808
Office
Hours: 4:00 – 5:00 p.m. (at Pioneer RESA) on all days that
class meets
Text/Materials: MATH 6110 Resource Pack (purchase from
instructor)
Policies and Expectations
Evaluation
and Grading:
Student performance will be evaluated through
the use of class activities and assignments, homework, daily quizzes, a work
portfolio, and a final exam. The final
grade will be computed as follows.
*Attendance
and Participation 10% *Items marked with asterisk are
categorized as “daily work”
*Daily Quizzes 15%
*Classwork/Homework Samples 15%
Independent Work
Portfolio 30%
Final Exam 30%
Letter grades are
assigned according to the following scale.
For PLU credit, an average of 60% or higher is considered passing.
A 90 – 100%
B 80 – 89%
C 70 – 79%
D 60 – 69%
F 59% and below
Attendance: Attendance
is expected at all class sessions.
Students are expected to arrive on time and stay until class is
dismissed. Missing any part of class
will impair your ability to complete assignments satisfactorily and thereby
puts you at risk of failing the course.
You
are responsible for all material covered, all announcements made, and all
assignments given, whether or not you are present. Keeping up with these
items is your responsibility.
Missed work: Missed daily work cannot be
made up and will be assigned a grade of zero.
Daily work is due when announced and is not accepted late. The lowest
quiz score and the lowest classwork/homework score will be dropped to
accommodate any extenuating circumstances that require you to miss daily
work. Project extensions and
rescheduling of exams are rare, but will be handled at the instructor’s
discretion in cases of extreme need.
Academic Integrity:
All work submitted for credit is expected to
be your own.
Course Content and Resources
Description: This course is designed for K-8 pre-service teachers
and focuses on topics such as plane figures, polygons and tessellations, space figures,
symmetric figures, systems of measurement, area and perimeter, volume and
surface area, and congruence and similarity mappings. This course
may not be used to fulfill the academic concentration requirement for graduate
secondary mathematics education students.
Prerequisite:
Grade of C or above in MATH 6100/2008
Course
Content:
§
Inductive and
Deductive Reasoning
§
Angles,
Triangles, Polygons, and Circles
§
Visualization and
Spatial Reasoning
§
Constructions,
Congruence, Similarity
§
Pythagorean
Relationships
§
Measurement
§
Three-dimensional Figures
§
Motion Geometry and Tessellations
Instructional Methods:
This course will develop a
mathematical and pedagogical knowledge base that fosters the development of the
practicing teacher as a facilitator, decision maker, and leader through the use
of a variety of:
·
instructional
strategies and methods including lecture, guided discussion, modeling,
simulations, cooperative and collaborative learning groups, student
presentations, and hands-on activities that actively engage students in the
learning process; and
·
instructional
materials, assessment techniques, and scoring rubrics that reflect the spirit
of the NCTM Principles and Standards
(2000) and the National Board for Professional Teaching
Standards (1998); diverse learning
styles; multiple intelligences; and multicultural components
Course
Objectives:
Students
will be able to:
1)
apply standard
notation and terminology related to points, lines, planes, segments, rays,
lines, angles, polygons, curves, two-dimensional transformations, and
coordinate geometry;
2)
identify and
apply characteristics and properties of symmetry, geometric figures in the
plane, transformations in the plane, and coordinate geometry;
3)
build and
manipulate representations of two- and three- dimensional objects and visualize
objects from different perspectives;
4)
specify locations
and describe spatial relationships using coordinate geometry and other
representational systems;
5)
apply properties
of customary, metric, and non-standard measurement systems to solve problems
involving one-, two-, and three-dimensional objects;
6)
perform
constructions using tools such as compass, straightedge, Mira, paper folding,
and dynamic geometry software;
7)
use concrete models,
drawings, and dynamic geometric software to explore geometric ideas and their
applications in real-world contexts;
8)
apply
transformations and use symmetry, similarity, and congruence to analyze
mathematical situations;
9)
select and use a
variety of tools, models, technologies, strategies, and methods for
investigating geometry concepts appropriate for use in the elementary and
middle grades;
10)
demonstrate the
ability to develop mathematical arguments relating arithmetic and geometric
properties;
11)
select, use, and
determine the suitability of the wide variety of available mathematics
curricula and teaching materials;
12)
recognize the
role of national, state, and local level mathematics standards and legislation
in developing local curriculum and planning instruction that addresses the
needs of diverse student populations; and
13)
identify professional mathematics organizations and describe
their contributions to the teaching of mathematics and the professional
development of teachers.
World Wide Web Resources:
·
Project Interactivate - http://www.shodor.org/interactivate/
·
National Library of Virtual Manipulatives - http://nlvm.usu.edu/en/nav/vlibrary.html
·
Math
Archives - http://archives.math.utk.edu
·
The
Math Forum - http://mathforum.org/
·
Wolfram MathWorld - http://mathworld.wolfram.com/
·
Math
Cove (Transformations) - http://oneweb.utc.edu/~Christopher-Mawata/
·
Intermath
- http://intermath.coe.uga.edu/
·
Teaching Pre-K-8
Idea Site - http://www.teachingk-8.com
·
Mega Mathematics
- http://www.c3.lanl.gov/mega-math/welcome.html
·
The
Geometry Center - http://www.geom.uiuc.edu/
·
Fun
Brain - http://www.funbrain.com/
·
Education
Place Brain Teasers - http://www.eduplace.com/math/brain/index.html
·
Texas
Instruments - http://www.education.ti.com
·
Key Curriculum
Press - http://www.keypress.com/
·
National Council
of Teachers of Mathematics - http://www.nctm.org
·
Georgia Learning
Connections – http://www.glc.k12.ga.us
·
Georgia Performance Standards for Mathematics
- http://www.georgiastandards.org/math.aspx
Metacognitive Model & Teacher Education Program Competencies:
The NGCSU Graduate Mathematics Education Program prepares teachers to
assume within the school community the roles of Decision-Maker, Facilitator, and
Leader as identified in the metacognitive model. Twelve Teacher Education Program competencies
reflecting the model are aligned to a specific role. Overlap into more than one role and
mathematics course may occur. Current
research and professional standards identify these competencies as important
for effective teaching (NBPTS and ASCD Framework).
|
Decision-Maker |
Facilitator |
Leader |
|
Assessment |
Individual Differences |
Ethical Perspectives |
|
Planning |
Subject Matter Knowledge |
Reflection/Metacognition |
|
Problem Solver |
Communication |
Professional Leadership |
|
Methods, Materials, Resources |
Classroom Management |
Research & Evaluation |
Academic
Disabilities: