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/SP18/1136.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!
Course Objectives
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.
Topics
 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
Learning goals
 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 coordinatefree 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 Information
During Spring 2018, we have two sections of Math 1136; these are numbered 32311 and 32312. 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:
Section 32311
Adena 138
Mondays, Wednesdays 12:45 – 2:05
and Fridays 12:45 – 2:50.
Section 32312
Adena 138
Mondays, Wednesdays 3:55—5:15
and Fridays 3:05 – 5:10.
Course Calendar
An approximate outline, updated regularly, is available on our course calendar.
Homework Assignments
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! You should upload your homework to Carmen, but you may also turn in a printed copy if you have difficulty accessing Carmen.
Our homework is listed below or available on a separate homework page.
Basic information
Instructor
Niles Johnson
Office: Hopewell 184
Office Hours:
ECC (HP 84)
or my office (HP 184)
Mondays and Wednesdays 2:15 – 3:45
Thursdays by appointment
Textbook
Mathematics for Elementary Teachers with Activities, 5th Edition by Sybilla Beckmann. ISBN13 9780134392790. The 5th edition (peacock on the cover) and 4th edition (monkeys on the cover) are reasonably similar, so either one will be sufficient for this class. Most students prefer the looseleaf format, so that they can bring only part of the book to class; I recommend it.
Attendance
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. We will answer questions about homework at the beginning of class, and you can upload your homework after class on the day it's due.
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.
Exam Schedule
We will have six inclass exams and a final exam; exam dates are given below. Please notify Niles immediately if you cannot be present for one of the exams.
Midterm Exams
 Monday, January 22
 Monday, February 05
 Monday, February 19
 Monday, March 05
 Monday, March 26
 Monday, April 09
Final Exam
Scheduled by the registrar. See the campus schedule for exam times.
Assessment
Your final grade will be based on written homework, written and oral inclass participation, quizzes, midterms, and a final exam. The precise breakdown is as follows:
 Inclass participation: 13%
 Homework: 10%
 Quizzes: 15%
 Midterm exams: 42%
 Final exam: 20%
Participation
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 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.
Grading Rubric
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!
 G++
 Exemplary
 Excellent work that exceeds the assignment guidelines.
 G+
 Good plus (10)
 Correct procedure with an explanation that effectively addresses relevant definitions and concepts.
 G
 Good (9)
 Correct procedure with nearly complete explanation.
 Em/G
 Emerging/Good (8)

Welldeveloped but incomplete explanation.
Procedural errors are minor or nonexistant.  Em+
 Emerging plus (7)

Emerging explanation that shows understanding.
Procedural errors are minor or nonexistant.  Em
 Emerging (6)

Explanation that mentions core definitions or
conceptual meaning relevant to the question.
Possibly some nonminor procedural errors.  R/Em
 Relevant/Emerging (5)
 Work that has merit but also has significant shortcomings in the procedure and/or explanation.
 R
 Relevant effort (3)
 Work that shows relevant effort but is seriously flawed.
 NC
 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.
GEC Information
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:
Goals:
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.
Learning objectives:
Students comprehend mathematical concepts and methods adequate to construct valid arguments and understand inductive and deductive reasoning, scientific inference and general problem solving.
Support Services
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/supportservices.html.
Accommodation Statement
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.
http://newark.osu.edu/students/studentlife/disabilityservices.html
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 3335548.7). For additional information, see the Code of Student Conduct at http://studentlife.osu.edu/csc/
Teaching Pages
Office Information
LeFevre 288
Newark Campus
Ohio State University
1179 University Drive
Newark, Ohio 43055
Tel: +1 740 755 7856
Email address
Fill in my first name to reveal my email address.
For more information, see the
contact page.