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MATH 211 Syllabus Fall 2006:

Instructor: Mike Skowronski
Office: Swart 233
Email: skowrons<at>uwosh.edu
Phone: 424-7347Office Hours:
9:15-12:30 MWF, or by appointment (don’t be afraid to ask – I am here for you)

Textbook and Other Required Materials:

Welcome to Math 211, Fundamentals of Geometry and Measurement for Elementary and Special Education Programs. Section 001 meets MWF from 8:00-9:00 in Swart 14.

Course Description

This course is an intuitive introduction to Euclidean geometry, motion geometry, and measurement. In this course we will do mathematics everyday, and we will discuss the mathematical work of teaching. This means that we will think about problems, conjecture, reason, and make arguments. We will learn to listen and evaluate the mathematical thinking of others. The content of this course is guided by the mathematics of the elementary school curriculum as described in the National Council of Mathematics’ document Principles and Standards for School Mathematics (2000).

General Goals and Objectives for the Course

Description of Specific Content

In this course we will learn geometry by doing geometry. This course is a content course. We will discuss such topics as constructions, polygons, polyhedra, tessellations, symmetry, motions, patterns, and measurement. We will discuss topics that are intended to increase your mathematical awareness and to help you become effective geometry teachers at the elementary level.

Our approach will focus on problem solving. As future teachers you need to fine tune your problem solving skills. Successful students will investigate, question, and conjecture. Students should gain an appreciation for the beauty, the importance, and the necessity of the teaching and the learning of mathematics.

One goal of the course is for you to become more confident in attacking large problems. The problems you will work on will not be exactly like examples you’ve seen, and they will not be immediately solvable. You will need to spend extra time simply understanding what a problem is asking. In addition, I hope you continue to develop:
(1) effective written and oral communication skills; (2) skills related to critical thinking, problem solving, and creativity; (3) the ability to understand symbol systems and use quantitative methods; and (4) inductive and deductive reasoning skills.

Class time will be a combination of problem solving, group activities, mini-lecture, and large group discussion of reading and exercises. Students will be expected to present solutions to problems, make conjectures and arguments, and provide summaries of activities for their classmates. Be ready to participate. There is usually a strong correlation between attendance, participation, and grades.

Assessment:

We will have three exams – each worth 20% of your course grade. I will announce the exam grades at a later date. I will give you at least two weeks notice. I will try to schedule the exam at the testing center to afford you some flexibility. In cases of extreme extenuating circumstances, you can make up missed exams.

Quizzes, written group and individual assignments, and class participation (regular attendance, asking and answering questions, active involvement in group activities) will compose the other 40% of your grade. Each written assignment will be worth from 10 to 25 points. There may be short quizzes based on homework reading and class notes, each worth 5 points. There will be no make-up quizzes and I will not accept assignments after the due date. However, assignments and quizzes may be turned in early if the absence is caused by a school-related activity or discussed with me in advance.

The grading scale will be as follows:

A: 94-100%
AB: 90-93%
B: 83-89%
BC: 77-82%
C: 68-76%
D: 60-67%
F: 0-59%

You are expected to attend class. Excessive absences will affect your grade. If you are absent, it is your responsibility to contact me as soon as possible. You are responsible for all material covered in class. You may always contact me by email or check the course site on D2L.

Assignments

It is important for you to read the text and any other readings assigned. By reading about a topic before class, you are able to assimilate the material when it is discussed in class. After class you should review class notes.

Approximately every two weeks you will have a written assignment to turn in. Problem solutions must be complete and well organized. The “why does the solution make sense mathematically” question must always be addressed.

You are strongly encouraged to work together on written assignments. Work together, learn from each other, discuss the problems, and investigate solutions. But also be able to write up the solutions in you own words. Some written assignments will be turned in individually and some will be turned in as group work. All students need to participate reasonably in a group setting. All students in a particular group will receive the same grade.

Guidelines for Individual Written Assignments

MATH 211 – Fall 2006

  1. Use standard size paper (no confetti edges). As appropriate, use graph paper, tracing paper, or geoboard paper. Please use one side of the paper only.
  2. The finished assignment should be legible and easy to read (if you need to type the assignment, please do so!)
  3. Describe the solutions in good written English (complete sentences, proper spelling, etc.), using the vocabulary of the course.
  4. Include pictures or diagrams to illustrate all solutions. Please make sure these are clearly labeled. Use color, as needed. Diagrams do not need to be typed.
  5. Explain each solution, making certain that you mathematically justify any statements that you make. When needed include calculations. “Yes” or “no” is not a valid response. Assume that the question “why” or “why not” is always being asked.
  6. Your papers will be scored on the basis of correction, use of the language and concepts of the course, effort, and following these guidelines.