SANTA BARBARA CITY COLLEGE

ASSOCIATE DEGREE CREDIT COURSE OUTLINE

 

Department:  Mathematics

Subject Area and Course Number:   Mathematics 108

Course Title:   Math for Elementary Teachers

Discipline:   Mathematics

Units:   4

Repeatability:   None

Catalog Course Description: Recommended for prospective and inservice elementary school teachers. Mathematical investigations involving sets, number sense, integers, rational numbers, and real numbers.

Description for Schedule of Classes: Recommended for prospective and inservice elementary school teachers. Topics include: sets, number sense, integers, rational numbers, and real numbers.

Lecture Hours per Week:   4.3

Laboratory Hours per Week:   None

Plus Hours:      None

Prerequisites:    Math 107 or Math 111 with grade of "C" or better, OR qualifying score on SBCC placement exam.

Co-Requisites:    None

Skills Advisories:    Eligibility for English 100, English 103

Course Advisories:     None

Limitation on Enrollment:    None

Course Objectives:   At the end of the course, students will be able to:

1.               Use a variety of problem-solving strategies, including inductive and deductive reasoning, to solve non-routine problems.

2.               Solve problems relating to sets and their elements.

3.               Convert numbers from base ten into other bases and from other bases into base ten.

4.               Operate on numbers in bases other than ten.

5.               Demonstrate skills in addition, subtraction, multiplication, and division of whole numbers, integers, fractions and decimals. 

6.               Recognize and use various models for addition, subtraction, multiplication, and division of whole numbers, integers, fractions, and decimals.

7.               Perform mental math and estimate reasonable answers.

8.               Demonstrate skill in recognizing and using prime and composite numbers.

9.               Demonstrate skill with factors, multiples and divisibility tests.

10.          Recognize and use ratios and proportions in problem-solving situations.

 

Course Content and Scope:  

A.     Problem Solving.

1.       Critical thinking and inductive reasoning.

2.       Patterns.

3.       Problem solving strategies.

4.       Problem solving using calculators or computers.

B.     Set Theory, Relations and Functions.

1.       Set notation.

2.       Describing sets.

3.       Set operations.

4.       Relations and Functions.

C.     Numeration.

1.       History of numeration systems.

2.       Using exponents.

3.       Whole numbers.

4.       Algorithms for whole number operations.

5.       Mental math and estimation strategies.

6.       Computation in different bases.

D.     Integers.

1.       Operations (addition, subtraction, multiplication and division).

2.       Equations and Inequalities.

3.       Divisibility.

4.       Prime and Composite Numbers.

5.       Prime Factorization of Integers.

6.       Greatest Common Divisor and Least Common Multiple.

7.       Modular Arithmetic.

E.  Rational Numbers.

1.       Symbols and definitions.

2.       Location of rational numbers on the number line.

3.       Operations (addition, subtraction, multiplication and division).

4.       Fractions, decimals, percents and scientific notation.

5.       Ratios and proportions.

F.      Real Numbers.

1.       Irrational Numbers vs. Rational Numbers.

2.       Decimal representation of a real number.

3.       Operations (addition, subtraction, multiplication and division).

 

Methods of Instruction:   Lecture is the primary activity to be used, along with student problem-solving. Students are expected to work outside of class on assigned exercises as well as on supplementary reading from the text.

 

Required Assignments:   

A.             Appropriate Readings:  Students are required to read assigned chapters in texts. Outside readings are generally not required.

B.             Writing Assignments:  Students must work assigned mathematical problems requiring the manipulation of abstract symbols.

C.             Appropriate Outside Assignments:  Students will be expected to spend a sufficient amount of time outside of class to practice techniques taught during class time, read assigned materials, and complete frequent homework assignments.

D.             Appropriate Assignments that Demonstrate Critical Thinking:  Students must demonstrate mathematical skills such as equation solving and graphing which involve analyzing information, recognizing concepts in new contexts, and drawing analogies.  Critical thinking will also be emphasized through numerous treatments of word problems and applications.

 

Methods of Evaluation:   A student's grade will be based on multiple measures of performance in the solving of algebra problems. Such measures will include at least four one-hour exams and a comprehensive final examination requiring demonstrations of problem-solving skills. In addition, instructors may make use of quizzes, written homework assignments, or other appropriate means to judge a student's dexterity with algebra skills and familiarity with mathematical vocabulary.

 

Instructors are required to provide students, in writing, with a course syllabus in accordance with district policy, which will include the specific procedures by which students will be evaluated. These procedures must be consistent with the objectives and course content stated above.

 

Appropriate Texts and Supplies:  

Mathematics for Elementary School Teachers; Bassarear; Wiley, 2008.

Reconceptualizing Mathematics: Courseware for Elementary and Middle Grade Teachers-Number and Number Sense Modules; San Diego State University, Center for Research in Mathematics and Science Education, Revised 2002.

 

 

IA/mej

Rev September 24, 2007

FRC (10/17/07 gb)