Math 120

This course is the first in a series of three courses designed to provide students preparing to teach mathematics to children in grades K-8 with opportunities to explore mathematical ideas using a problem solving approach and a variety of manipulative materials.  The focus of Math 120 is the enhancement of a deep, conceptual understanding of number systems and their properties.  Emphasis is placed on problem solving, reasoning, and the ability to communicate mathematical thinking orally and in writing. Math 120 meets Tier I requirements for Early Childhood and Middle Childhood majors ONLY.  A grade of C or better is required in Math 120 to continue in the sequence.

Learning Objectives

• Develop mathematical thinking and communication skills;
• Appreciate the breadth and interconnections of the mathematical sciences;
• Gain competence in the appropriate use of technology and as an aid in understanding mathematical concepts;
• Gain [professional] competencies as outlined in the NCTM (National Council of Teachers of Mathematics) learning indicators. In particular:
• Acquire mathematical thinking and communication skills including knowledge of a broad range of explanations and examples, good logical and quantitative reasoning skills, and facility in reconnecting component parts of concepts and methods, and
•  Gain understanding of and experience with the uses of mathematics in a variety of areas.

Course Goals

1. Students should develop the ability to engage in serious mathematical thinking, reasoning, and problem solving and, in so doing, deepen their knowledge of mathematical concepts central to the K-8 mathematics curriculum as they pertain to number systems and their properties.
2. Students should enhance their ability to investigate, conjecture, discuss, and validate mathematical ideas using a variety of hands-on resources and manipulatives.
3. Students should enhance their ability to communicate their mathematical thinking and reasoning orally and in writing.
4. Students should improve their confidence in their ability to competently use mathematics in a variety of situations (abstract, real-world).
5. Students will demonstrate competency in basic arithmetic computations without the use of electronic computing technologies.

Text

O’Daffer, P., Charles, R., Cooney, T., Dossey, J. & Schielack, J. Mathematics for Elementary School Teachers (4^th Ed.) 2007.  New York:  Pearson, Addison-Wesley.  Chs. 1-7. [ISBN 0-321-44804-9][Required]

Topics

Problem solving, reasoning, sets and whole numbers, models of arithmetic operations, numeration systems, non-decimal bases, mental computation, estimation, arithmetic algorithms, properties of numbers systems and operations, use of manipulatives to model mathematics, factors and multiples, GCF and LCM, arithmetic operations and properties of the integers and rationals, percentages and decimals (terminating and repeating), scientific notation, ratios and proportions.

Contact Information:  Email the Series Coordinator