RARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE MATH 102 PROBLEM SOLVING STRATEGIES IN MATHEMATICS

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1 RARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE MATH 102 PROBLEM SOLVING STRATEGIES IN MATHEMATICS I. Basic Course Information A. Course Number and Title: MATH 102 Problem Solving Strategies in Mathematics B. New or Modified Course: Modified C. Date of Proposal: Spring 2009 D. Sponsoring Department: Mathematics E. Semester Credit Hours: 3.0 F. Weekly Contact Hours: Lecture: 2.0 Laboratory: 2.0 G. Prerequisites: MATH 020 Elementary Algebra or satisfactory score on a placement test. (May also serve as a prerequisite: MATH 025 Algebra Mod 4, MATH 026 Algebra Transition Course, or MATH 030 Intermediate Algebra) H. Laboratory Fees: none I. Name and Telephone Number or Address of Department Chair: Patricia Hulsen (ext.8542); phulsen@raritanval.edu II. Catalog Description Prerequisites: MATH 020 Elementary Algebra or satisfactory score on a placement test. (May also serve as a prerequisite: MATH 025 Algebra Mod 4, MATH 026 Algebra Transition Course, or MATH 030 Intermediate Algebra). This course is designed as a transfer course for students seeking degrees in Elementary Education and Early Childhood Education. Emphasis is placed on computational skills, problem solving and teaching via a hands-on approach. Topics include number theory, probability, statistics, functions, geometry, and measurement. III. Statement of Course Need Background: OAA/je 1

2 Problem Solving Strategies in Mathematics is a result of an NSF funded Phi Theta Kappa grant Preparing Tomorrow s Science & Math Teachers: The Community College Response. This multi-component project was designed to enhance and expand the role of community colleges in preparing future K-12 science, mathematics, and technology teachers to meet the country s current critical teacher shortage. A collaborative effort with Kean University resulted in the course outline that has been adopted here. Similar courses are available and required of education majors at two and four year institutions in New Jersey. IV. Place of Course in College Curriculum A. Free elective. (This applies automatically to all credit courses in the College.) B. The course serves as a General Education Elective in Mathematics. C. The course meets a mathematics requirement in the Elementary Education program and the AA degree for transfer in Early Childhood Education. D. Course transferability; for New Jersey schools go to the NJ Transfer website, For all other colleges and universities go their individual websites. V. Outline of Course Content Mathematics is seen as a cooperative venture among students in which they are encouraged to explore, build connections among concepts, and solve problems growing out of their explorations. The mathematical knowledge needed for teaching is quite different from that required by college students pursuing other mathematics-related professions. Prospective teachers need a solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power. This course teaches mathematics in the connected sense-making way that future teachers need and is consistent with the National Council of Teachers of Mathematics Principles and Standards for School Mathematics as well as other recent national reports on school mathematics. The topics include but are not limited to: A. Problem Solving 1. Set Theory 2. Logic and Problem Solving 3. Algebraic Thinking B. Number Theory 1. Whole Numbers/Integers Operations 2. Order of Operations 3. Prime and Composite numbers 4. Rational and Irrational Numbers 5. Patterns C. Ratios 1. Proportions 2. Percents D. Probability 1. Properties of probability 2. Counting Principles OAA/je 2

3 E. Statistics 1. Data Organization/Representing Data 2. Measures of Central Tendency/Dispersion F. Geometry Basics 1. Two-dimensional and Three-dimensional Geometry 2. Measurement 3. Angles 4. Perimeter/Area/Volume 5. Tessellations and Transformations VI. Educational Goals and Learning Outcomes A. Educational Goals Students will: 1. Produce works that reflect critical and creative thought (GE- RVCC 1; NJ 1) 2. Communicate and collaborate with others in a clear, logical manner (GE- RVCC 2; NJ 1) 3. Apply quantitative reasoning to interpret data and solve problems (GE- RVCC 7; NJ 2) 4. Develop an interdisciplinary perspective as a means of understanding issues, recognizing that the boundaries between disciplines are constructed. (GE-RVCC 4; NJ 2) B. Learning Outcomes The student will be able to: 1. Write a mathematics lesson plan on any one of the topics in the course outline. 2. Write a mathematics game utilizing any one of the topics in the course outline. 3. Gather information and analyze data using set theory and logic. 4. Solve mathematical application problems utilizing the Euclidean geometry of points, lines, planes, and angles. 5. Solve mathematical application problems involving various operations of numbers. 6. Construct various types of patterns using tessellations, transformations, rotations and reflections. 7. Solve mathematical application problems utilizing concepts such as least common multiple, greatest common factor, ratios, and percents. VII. Modes of Teaching and Learning A. lecture/discussion B. small-group work C. guest speakers D. laboratory OAA/je 3

4 E. student oral presentations F. simulation/role playing G. student collaboration VIII. Papers, Examinations, and other Assessment Instruments Given the outcomes described above, the following assessment methods may be used: A. Laboratory reports B. Research papers C. Service Learning Journals D. Lesson plans E. Presentations (teaching) of lesson plans F. Math games IX. Grade Determinants The following will be used to determine the student s final grade: A. Lesson plans B. Lab reports on results from working with manipulatives and problem solving activities C. Creative math games D. Written paper on creative teaching techniques for K-8 math students. E. Midterm F. Final exam X. Texts and Materials A. Textbook: Mathematical Reasoning for Elementary Teachers by Long, DeTemple, Millman, current edition B. Activity Manual to accompany text: Mathematics Activities for Elementary Teachers by Dolan, Williamson, Muri, current edition C. Journals: NCTM Journals: Mathematics Teacher, Mathematics Teaching in the Middle School, Teaching Children Mathematics D. Web sources E. Manipulatives (Please Note: The course outline is intended only as a guide to course content and resources. Do not purchase textbooks based on this outline. The RVCC Bookstore is the sole resource for the most up-to-date information about textbooks.) XI. Resources This course will require extensive use of math manipulatives for use and understanding during the lab component of this course. Manipulatives include, but are not limited to, a fraction bars, base ten blocks, a geometry classroom set, OAA/je 4

5 compasses, rulers, and a dedicated classroom for this and the Elementary Education courses. OAA/je 5