Welcome to Math for Teachers!
This is the course homepage and syllabus for Math 1136, Measurement and Geometry for Teachers. Here you will find our course calendar, current assignments, basic course information, and links to additional content of interest. This syllabus may need to be updated as the course progresses, and you will always find the current version at http://www.nilesjohnson.net/teaching/SP17/1136.html.
Excellent math teachers have been far too scarce in American education. This course and its prequel, Math 1135, give you the keys to how and why elementary mathematics works. We will develop a thorough understanding of the ideas, how they are related to eachother, and how they are related to more advanced ideas. This is the basic knowledge which underpins truly great teaching!
The course consists of fundamental topics in geometry and measurement. This includes the concepts of length, area, volume, angles, units of measurement, precision and error. Algebraic expressions and functions, primarily in the linear case, are introduced to express geometric relationships.
The basic properties of two and three dimensional geometric shapes and their relationships are a central part of the course. Special emphasis is put on geometric reasoning through problem solving, including unknown angle, length, area, and volume. The course also covers topics on transformations in the plane, symmetries, congruence, and similarity. Some geometric constructions and basic geometric proofs are included. The skills developed throughtout the course are applied at the end in a brief introduction to probability.
- Informal and formal proofs with angles
- Geometric constructions
- Angle sum in triangles, polygons
- Pythagorean Theorem statement and proof
- Planar shapes
- Linear equations and graphs
- Algebra and linear equations
- Measurement of length, area, volume
- Units of measurement
- Perimeter, area and volume of 2D and 3D shapes
- Plane transformations: translations, rotations, dilations
- Introduction to coordinate geometry
- Introduction to probability
- Understand concepts of length, area, volume and angles, units of measurement, precision and error.
- Understand concepts of lines, angles, and geometric figures in two and three dimensions.
- Fluency with derivation and application of area and volume formulas.
- Understand geometric constructions and transformations in coordinate and coordinate-free geometry.
- Understand how to use algebra to solve problems in geometry.
- Familiarity with the concepts of theoretical and experimental probability.
- Identify major historical developments in measurement and geometry, including contributions of significant figures and diverse cultures.
Section InformationDuring Spring 2017, we have two sections of Math 1136; these are numbered 26295 and 26296. The syllabus and content for the sections will be the same but the class meeting times and locations are different.
Class meets at the following place and times following the OSU Registrar's academic calendar:
An approximate outline, updated regularly, is available on our course calendar.
Assignment information will be posted here as the semester unfolds. A number such as A.B.c refers to problem or practice exercise c at the end of section A.B.
You only need to turn in the Problems; the Practice Exercises are suggestions for your study, and may be discussed in class. Remember to type your homework and bring a printed copy to class!
NEW! Our homework is now available on a separate homework page. The list there and the one below are generated from the same source file.
Office: Hopewell 184
Office Hours: ECC (HP 84) or my office (HP 184)
Mondays 10:30 – 12:00
Wednesdays 2:15 – 3:45
Thursdays by appointment
Mathematics for Elementary Teachers with Activities, 4th Edition by Sybilla Beckmann. ISBN 0-321-82572-1. The 4th edition (Monkeys on the cover) is substantially improved over earlier editions. Moreover, it is available in electronic or loose-leaf formats which are cheaper and more portable than the bound version.
Active participation in class is an essential part of this course, and so attendance every day is required. Please let Niles know as soon as possible if an illness or other commitment will prevent you from attending. Homework is due at the beginning of each class, and late homework cannot be accepted unless prior arrangements have been made. See full late policy below.
Calculators and Mathematical Software
There are a variety of modern tools which support mathematics learning and application. We'll use several of them in this course, but no technology will be used on the quizzes or exams. In particular, calculators and cell phones will not be permitted. The only materials you'll need are writing instruments and your mind.
We will have six in-class exams and a final exam; exam dates are given below. Please notify Niles immediately if you cannot be present for one of the exams.
- Monday, January 23
- Monday, February 06
- Monday, February 20
- Monday, March 06
- Monday, March 27
- Monday, April 10
Scheduled by the registrar. See the campus schedule for exam times.
Your final grade will be based on written homework, written and oral in-class participation, quizzes, midterms, and a final exam. The precise breakdown is as follows:
- In-class participation: 13%
- Homework: 10%
- Quizzes: 15%
- Midterm exams: 42%
- Final exam: 20%
Thoughout this semester we will be focused on the how and why of elementary mathematics. This means that you will be responsible both for knowing the content and for knowing how to explain the content. We will practice this in a variety of ways, and much of this practice will take place in class.
Teaching mathematics requires listening carefully to students, assessing their ideas, and responding in ways that make sense. Our class participation is designed to practice these essential skills. You will have opportunities on a daily basis to listen to your fellow classmates explain ideas and ask questions. You will be asked to respond with your ideas and with additional questions. Together we will see how and why mathematics works! Participating in this course includes all of the following:
- Show interest in mathematical ideas.
- Show interest in different ways of approaching mathematical ideas.
- Listen carefully to different ways of solving a problem.
- Carefully evaluate a proposed method of solution.
- State whether you agree or (respectfully) disagree with a statement.
- Show interest in learning with and from others.
Late Work Policy
If you miss class on the day homework is due, or forget to bring a printed copy of your homework, you may send me a copy by email the next day. I will accept up to three homeworks this way.
If you must miss class on the date of a quiz or exam, please do the following:
- Contact me before the time of the assessment to let me know you will be away.
- Provide a reason and objective documentation (e.g., a note from your health care provider).
- Make up the assessment within two days of your return to campus, and before the next class if possible.
- Miss no more than two assessments this way.
If you do each of the items above, you will have no penalty. For each item that you do not complete there will be a 10% reduction in your final score.
Exceptions may be made in the case of an emergency; please contact me as soon as you are able.
The descriptions on the rubric below are meant as a guide to help answer the question What constitutes a good explanation of mathematics? This is a subtle and challenging question—one that is worthy of considerable time and energy. As you write your explanations, consider the distinction between Procedure and Conceptual Meaning. A complete explanation addresses both of these, but the conceptual meaning is essential. Explanations that address procedure only are a disservice to students and do not support their future learning. They are also much less interesting!
- Excellent work that exceeds the assignment guidelines.
- Good plus (10)
- Correct procedure with an explanation that effectively addresses relevant definitions and concepts.
- Good (9)
- Correct procedure with nearly complete explanation.
- Emerging/Good (8)
Well-developed but incomplete explanation.
Procedural errors are minor or nonexistant.
- Emerging plus (7)
Emerging explanation that shows understanding.
Procedural errors are minor or nonexistant.
- Emerging (6)
Explanation that mentions core definitions or
conceptual meaning relevant to the question.
Possibly some non-minor procedural errors.
- Relevant/Emerging (5)
- Work that has merit but also has significant shortcomings in the procedure and/or explanation.
- Relevant effort (3)
- Work that shows relevant effort but is seriously flawed.
- No credit (0)
- No work submitted, or no relevant effort shown.
Resources related to mathematics education
Websites on math standards
- Ohio Department of Education Standards in Math and Model Curricula.
- National Common Core State Standards in English and Math: Adopted by 43 states (and counting), including Ohio.
- National Council of Teachers of Mathematics Standards and Focal Points.
Websites of elementary school texts from high performing countries
- Textbooks used in Singapore: singaporemath.com Primary Mathematics 1A, 1B (first grade) through 6A, 6B (sixth grade)
- Translations of textbooks used in Japan: http://www.globaledresources.com/ (Tokyo Shoseki’s Mathematics for Elementary School)
Other websites of interest
- Project INTERMATH, which focuses on building teachers' mathematical content knowledge through mathematical investigations that are supported by technology.
- Purplemath has lessons and practice problems for elementary mathematics.
- Khan Academy has math videos for children and resources for parents or teachers.
- Report by the National Council on Teacher Quality on mathematics in the U.S.: No Common Denominator. The report includes a great appendix on content that mathematics teachers must know, and ranks Beckmann’s textbook highest overall among elementary mathematics content textbooks.
This Mathematics course can be used, depending on your degree program, to satisfy the Quantitative and Logical Skills category of the General Education Requirement (GEC). The goals and learning objectives for this category are:
Courses in quantitative and logical skills develop logical reasoning, including the ability to identify valid arguments, use mathematical models and draw conclusions based on quantitative data.
Students comprehend mathematical concepts and methods adequate to construct valid arguments and understand inductive and deductive reasoning, scientific inference and general problem solving.
All students are encouraged to take advantage of campus support services. These include tutoring, academic advising, counseling, and the math learning center! A complete list is available at http://newark.osu.edu/students/support-services.html.
If you need accommodations due to a disability, you must first register with the Office for Disability Services (ODS) at 226 Warner Center, ext. 441. After you receive your authorized accommodation from ODS, you should show me your access plan and discuss your needs with me. Ideally, we should meet within the first week of class.
Academic Misconduct Statement
It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term "academic misconduct" includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 3335-5-48.7). For additional information, see the Code of Student Conduct at http://studentlife.osu.edu/csc/