Augusta State University

Department of Mathematics and Computer Science

Mathematics for Middle School Teachers II

MATH 3262-- (Geometry) * Fall 2006

Instructor:

Linda Crawford, Ph.D.

Allgood Hall N322

(706) 667-4477

lcrawfor@aug.edu

Office Hours:

1:00-2:00 Monday-Thursday

Other times by appointment

Course Description: A study of geometric concepts and measurement using nonstandard, English, and metric units. Coordinate geometry, inductive and deductive reasoning, and concepts related to two- and three-dimensional objects including similarity, congruence, and transformations are explored.

Prerequisites: Admission to Teacher Education

Objectives

The purpose of this course is for you to:

· Develop mathematical content knowledge in the areas of geometry and measurement

· Engage in mathematical investigations to develop your content knowledge

· Become more technology proficient

Supplies

§ 3-ring binder, dividers, plastic pocket sheets, set of colored pencils

§ You will be provided with scissors, ruler, protractor, and compass for classroom use. You will need to have your own supplies for out-of-class use.

§ You will need access to Geometer’s Sketchpad. On campus you will find this program in the Mathematics and Computer Science folder of the Campus Software folder. I recommend that you purchase the student edition of GSP to install on your personal computer. It can be ordered from Key Curriculum Press at www.keypress.com.

§ TI-83 or TI-84 graphing calculator

PARTIAL COURSE REQUIREMENTS

· Reflective Journal: A component of effective teaching is reflection on practice. The NCTM Principles and Standards for School Mathematics stress that teachers must have opportunities to reflect on and refine instructional practice –during class and outside class, alone and with others. As a part of this course, you are expected to maintain a reflective journal. This journal is a log of your experiences within the course. It should include thoughts about new skills and accomplishments that you acquire; critical incidents that occur; and your thoughts and feelings about content (mathematics/geometry investigations) and technology. Please see me if you are having difficulty keeping a journal so that I can make some suggestions.

Please write the date prior to each entry. You may type or write in long hand (as long as it is neatly done). Do not write on the back. Keep your journal in a folder with a 3-hole punch. These will be collected every 2 weeks for me to see the progress you are making. I will read them and make comments but no grade will be assigned. You will receive credit for the assignment if you submit the journal when it is due and if you submit an entry that shows you are reflecting on your experiences.

· Electronic Portfolio of Write-ups: Each person will develop a personal Web Page for the course. There will be a set of at least 10 "Write-up" projects. Each Write-up will be prepared as an HTML document (i.e. a Web Page document) and linked to your personal web page.

What is a write-up?

The "write-ups" represent your synthesis and presentation of a mathematics investigation you have done --usually under the direction of one of the assignments. The major point is that it convincingly communicates what you have found to be important from the investigation. A write-up should communicate the essential material you have synthesized from your investigation. The format could be entirely in a word-processing document. After all, an HTML document is basically a word processing document with links. The HTML format, however, can combine narrative, pictures, and program applications in a dynamic document. Write-ups should be posted to your personal Web Page. If you work with a classmate on an investigation, you should still do your own write-up so that you explain your thinking and what you learned. You should also acknowledge the collaborative effort. Criteria for assessment will include correct mathematics and how well you communicate. "Solution" might be another word for "Write-up."

Click here to see a template for write-ups.

· Reaction papers: You will have several one to two page reaction papers to write. The papers will be your reaction to articles you will read related to teaching and learning geometry in the middle school. The Rubric for Reaction Papers will be used to evaluate your writing.

· Working Portfolio/Notebook: You should organize all materials (handouts, classnotes, homework, readings, writings, tests) in a 3-ring binder, writing the date on each. This notebook will be a record of your work in the course and will also serve as a tool for reflection. You will need this notebook to help you prepare for tests and to help you develop your final reflective portfolio. It will also be a valuable resource to you when you begin teaching.

· Final Reflective Assignment: This assignment is designed for you to reflect over the activities of the course to determine what kind and how much progress you have made in your understanding of geometry concepts so that you will be able to teach geometry meaningfully to middle school students. The directions for this assignment will be given later. For now, you need to be sure you are keeping a well-organized notebook.

Directions for uploading files to InterMath web server

How to put documents into your folder:

1. Go to the InterMath site at http://intermath.coe.uga.edu/

2. Choose Workshop Materials. Then under Participant selection, you want to choose the “old site” option.

3. Enter your username and password

4. Open the augusta-fall06 folder.

5. Open your folder.

6. Click “browse” under Upload Files.

7. Find the document you want to copy (upload).

8. Click open.

9. Click upload.

10. Your web-page will be:

http://intermath.coe.uga.edu/tweb/augusta-fall06/ name/name.htm

** name is first initial plus last name, e.g. Linda Crawford “lcrawford”

The percentages to determine your course grade

Reflective Journal	7%
Daily class participation	8%
Other written or presented assignments	15%
Electronic Portfolio of Write-Ups	20%
Midterm exam	20%
Final exam	30%

Class Policies

§ Attendance and participation are required in this class, both for you to learn and for others to benefit from your input. Much of the learning in the course takes place by participating, sharing, and interacting with others; this cannot take place if you are absent so regular attendance and punctuality are expected. Frequently, ideas that we introduce in one class are expanded upon and developed more fully in later classes. Thus, every class is important. However, if you have to miss class for good reasons, you should contact me as much in advance as possible. Any student who is absent more than 10% of the class time (3 class periods) may be dropped with a WF. Excused absences will count toward the 10%. If you are absent, you are responsible for the assignment as well as any announcements made in class.

§ Out-of-class assignments are due at the beginning of class—place them on my desk when you arrive for class. If you are absent, your assignment is still due so you will have to make arrangements to get it to me. Late assignments are accepted at my discretion but will be assessed a penalty of 10% for each day (not class period) the assignment is late.

§ No eating or drinking in the classroom—this is a policy of Allgood Hall. Bottles and cups should be capped and put away.

§ Visitors, including children, are not permitted without my prior permission.

Academic honesty: Cheating will not be tolerated. Although you may collaborate on outside assignments, your write-up should be your own. Any student who is caught cheating will face serious consequences. You should read ASU’s statement on academic honesty in the catalog.

Professional Organizations

You are encouraged to join the following professional organizations:

· Georgia Council of Teachers of Mathematics (GCTM) at www.gctm.org (this membership is free so I will see that you join this organization)

· National Council of Teachers of Mathematics (NCTM) at www.nctm.org ($38 student membership includes your choice of journal—Mathematics Teaching in the Middle School is recommended for middle grades teachers.)

Useful Links

Geometer’s Sketchpad Resource Center

Some tutorials for Geometer’s Sketchpad:

Introduction to Geometer's Sketchpad
Tutorial on Geometer's Sketchpad from Annenberg/CPB Learner.org. This web site gives instruction on creating constructions for various objects.

Basic Skills with GSP
Downloadable GSP-based tutorials that introduces the user to basic and common features of GSP. This is an interactive tutorial.

Math Teacher Link

Math Teacher Link is a web-based professional development program for mathematics teachers at the 9 - 14 grade levels. It provides short courses on the use of technology in teaching mathematics. One of the courses is a GSP tutorial called Using the Geometer’s SketchPad. The courses may be taken for credit but are available for guest participation. Just select the course and then click on Step By Step Instructions on the left. You can then download the modules.

The Virtual Institute
Two page tutorials on GSP basics.

Some more useful websites

InterMath http://intermath.coe.uga.edu/

National Council of Teachers of Mathematics www.nctm.org

Georgia Council of Teachers of Mathematics www.gctm.org

Georgia Performance Standards http://www.georgiastandards.org

Key Curriculum Press (Geometer’s Sketchpad and patty paper) http://www.keypress.com

National Library of Virtual Manipulatives for Interactive Mathematics - www.matti.usu.edu

Math Archives – http://archives.math.utk.edu/

The Math Forum – http://mathforum.org/

Texas Instruments – www.education.ti.com

Math Cove (has transformations activity) - www.utc.edu/~cpmawata

The Geometry Center - http://www.geom.uiuc.edu

Helping Your Child Learn Math - www.ed.gov/pubs/parents/Math

Project Interactivate - www.shodor.org/interactivate

Helpful Information

1. Adding a button to Word’s toolbar

It is helpful to add a button to the toolbar for commands such as superscript, subscript, symbols, and Equation Editor.

1. Make sure the toolbar you want to change is visible in your document window.

2. On the Tools menu, click Customize.

3. Click the Commands tab.

4. In the Categories box, click a category for the command you want the button to perform. For example, to add a button for symbols, select the Insert command; to add a button for superscript, select the Format command.

5. Drag the command you want from the Commands box to the displayed toolbar.

6. Additional information to Create a Custom Toolbar can be found through Microsoft Office Word Help.

2. Generating a random integer on the TI-84

Use the random number generator on TI-84 to generate an integer between -5 and 10:

Math PRB randInt(

Then enter the arguments of -5 and 10 by typing -5,10) A comma separates the beginning and ending values and the right parenthesis closes the list of arguments. Then press ENTER. If you continue to press ENTER, additional random integers beween -5 and 10 are generated.

The compasses, rulers, protractors, and AngLegs used in class can be ordered from Safe-T Products at http://www.classroomprdcts.com/

Dates to Remember:

Oct 12	Midterm date
Sept 4, Nov 22-24	Student holidays
Dec 7	Last day of class
Tue, Dec 12, 3:30-5:30 PM	Final exam
Oct 19-21, 2006	GCTM conference at Rock Eagle
March 21-24, 2007	NCTM convention in Atlanta

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