Master Syllabus

 Administrative Unit: Computer and Mathematical Sciences Department Course Prefix and Number: MATH 102 Course Title: Mathematics for the Elementary School Teacher
Number of:
 Credit Hours 3
 Lecture Hours 3
 Lab Hours 0
 Catalog Description: This course is designed to help preservice elementary school teachers develop a conceptual framework for mathematics, especially for those aspects normally experienced in elementary school. Through their work in the course the students study the main themes of mathematics throughout the curriculum, considering both mathematical and pedagogical content issues in teaching mathematics. Topics include sets, logic, informal geometry, numeration systems, properties of real numbers and an introduction to probability and statistics. Prerequisite: Grade of C or higher in MATH 104, or higher MATH course; or a score of 19 or above on the math portion of the ACT; or 460 or above SAT score; or a passing score on the Columbia College math placement exam. Prerequisite(s) / Corequisite(s): Grade of C or higher in MATH 104 or higher MATH course; or a score of 19 or above on the math portion of the ACT; or 460 or above SAT score; or a passing score on the Columbia College math placement exam. Course Rotation for Day Program: Offered Spring. Text(s): Most current editions of the following:Mathematics for Elementary Teachers: A Conceptual ApproachBy Bennett and Nelson (McGraw-Hill) RecommendedA Problem Solving Approach to Mathematics for Elementary School TeachersBy Billstein, Libeskind, and Lott (Pearson/Addison-Wesley) RecommendedMathematics for Elementary TeachersBy O’Daffer, Charles, Cooney, Dossey, and Schielack (Pearson/Addison-Wesley) Recommended Course Learning Outcomes Explain the concepts of whole numbers, integers, fractions, real numbers, ratio, proportion and percent. Demonstrate the usual and some alternative algorithms for operations on whole numbers, fractions, decimals, integers and real numbers. Justify and use estimation procedures. Illustrate the relations of equality and inequality with whole numbers, integers, rational numbers and real numbers. Apply basic number theory concepts to problem situations. Organize and interpret data. Calculate measures of central tendency and dispersion. Solve problems involving probability. Apply basic counting techniques to problem situations. Identify and analyze 2- and 3-dimensional geometric figures. Calculate 2- and 3-dimensional measurements of geometric figures. Measure in the metric and customary units. Demonstrate knowledge of the skills required for problem solving. Use a variety of manipulatives to develop number and concepts, geometric concepts, spatial relationships and probability. Use technology (calculator and computer) as a learning and teaching tool for mathematics. Major Topics/Skills to be Covered: Problem solving Elementary logic Basic set theory Whole numbers and numeration Operations with whole numbers (addition, subtraction, multiplication and division), including the use of mental math, estimation, calculators and written algorithms Primes, composites, and tests for divisibility Factors, greatest common factor, and least common multiple The set of fractions and operations with fractions Decimals and operations with decimals Integers and operations with integers The real number system Collecting, organizing, picturing, and analyzing data Basic probability, including simple and complex experiments Counting techniques, including the combinations and permutations Recognizing and analyzing 2-dimensional and 3-dimensional geometric shapes Lines and angles Regular polygons Measurement with nonstandard and standard units Length and area Surface area and volume Congruence and similarity of triangles Recommended maximum class size for this course: 20 Library Resources: Online databases are available at the Columbia College Stafford Library.  You may access them using your CougarTrack login and password when prompted.
Prepared by: Suzanne Tourville Date: November 15, 2016
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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