Download I. ASCRC General Education Form (revised 3/19/14) Use to propose

I. ASCRC General Education Form (revised 3/19/14)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms X III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
* Require a Symbolic Systems Request Form.
designation)
Dept/Program Mathematical Sciences
Course #
M 234
Course Title
Prerequisite
Higher Mathematics for Elementary School Teachers
M 132
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Matt Roscoe
Phone / Email 406 243 6689
Program Chair Leonid Kalachev (Mathematics)
Dean
Chris Comer (CAS)
III. Type of request
New X
One-time Only
Renew
Reason for Gen Ed inclusion, change or deletion
3
Date
10/13/14
Change
Remove
Starting in the fall of 2015, M132M133-M234 will replace the
current M135-M136 as the
mathematics sequence intended for
pre-service elementary education
candidates. M132 is the
foundational course in this new
sequence. It meets the general
education requirements for
mathematics (II). M133 and M234
both take M132 as prerequisite and
seek the symbolic systems
exception
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Description
M 234 Higher Mathematics for Elementary School Teachers
Credit Hours: 3
Description: The study of algebra, number theory, probability and statistics for prospective
elementary and middle school teachers, including proportional reasoning, functions, elementary
number theory, statistical modeling and inference, and elementary probability theory.
Prerequisite: M 132
Purpose
M 133 Geometry and Measurement for Elementary School Teachers prepares pre-service
elementary school teachers for teaching the challenging mathematics commonly taught in
elementary school in grades 5-8. The course provides instruction in both content and pedagogy
in the areas of introductory algebra, number theory, probability, statistics and proportional
reasoning.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. rigorously present a mapping between a real- M234 provides opportunities for students to
world system and a human abstraction of the
connect real-world systems to human
system.
abstractions in many areas: arithmetic is
abstracted in the study of algebra, the
outcomes of probabilistic experiments are
abstracted in the study of probability,
distribution of real-world data is abstracted
in the study of statistics, and growth is
generalized in proportional reasoning.
2. applies analysis, reasoning and creative
M234 offers students the opportunity to
thinking in the understanding and manipulation apply analysis, reasoning and creative
of symbolic codes.
thinking using algebraic symbolism in the
study of algebra, probability, and number
theory.
3. utilizes alternative methods of
communication, perception, and expression in
order to encourage rigorous thinking.
M234 requires students to use alternative
methods of communication, perception and
expression by developing a “language of
mathematics” that facilitates the acquisition
of mathematical knowledge in the middle
grades. The course develops language of
number theory (i.e. GCD, LCM, prime,
composite), a language of algebra (i.e. factor,
coefficient, term, slope-intercept form), a
language of probability (i.e. relative
frequency, theoretical probability, law of
large numbers), and a language of
proportionality (i.e. scale factor, between
ratio, within ratio) and a language of
statistics (i.e. measure of center, measure of
spread, distribution, sample, sampling
distribution). The course encourages
rigorous critical thinking through its focus on
modeling and problem solving.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. demonstrate an understanding of the symbols One of the learning goals of M234 is as
and the transformations of the system.
follows, “Apply algebra in many forms
(e.g., as a symbolic language, as generalized
arithmetic, as a study of functions, relations,
and variation) and use algebra to model
physical situations and solve problems.” In
meeting this goal, the successful student
gains an understanding of the symbols of
basic algebra, the properties of these
symbols, and their application to a variety of
systems.
2. relay and interpret information in terms of the One of the learning outcomes for M234 is as
given symbolic system.
follows, “Explain proportionality and its
invariant properties.” In meeting this goal,
the successful student is required to
understand and explain the properties of
proportionality. In all content areas in the
M132/M133/M234 sequence special
emphasis is placed on the importance of
explanation and reasoning so as to better
prepare future teachers with a capacity for
teaching mathematics with understanding.
3. apply creative thinking using the symbolic
system in order to solve problems and
communicate ideas.
One of the learning outcomes for M234 is as
follows, “Distinguish between theoretical
and experimental probability and describe
how to use one or both to determine a
probability in a given situation.” In meeting
this goal, the successful student is required
to discern the important features of a
probabilistic setting in order to construct a
theoretical probability or, alternatively, a
series of simulations leading to the long-run
relative frequency (i.e. experimental
probability). In an ideal setting both are
obtained as a means of cross-validation.
This problem-solving process requires
creative and original thinking and results in
new information that is then shared with the
educational community.
VII. Assessment: How are the learning goals above measured? Please list at least one
assignment, activity or test question for each goal.
All learning outcomes are assessed by embedded questions on mid-semester and final exams.
Specific questions are written to assess learning outcomes and an assessment report is written
based on student performance on these questions. I would be happy to provide historical
reports to the committee for the predecessor course M135/M136.
VIII. Justification: Normally, general education courses will not carry pre-requisites, will
carry at least 3 credits, and will be numbered at the 100-200 level. If the course has more than
one pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
N/A
IX. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe learning outcomes related to the above criteria and learning goals.
A sample syllabus is attached below.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
HIGHER MATHEMATICS FOR ELEMENTARY TEACHERS
MATHEMATICS 234
INSTRUCTOR Matt Roscoe
Office: Math 205A
Phone: 406-243-6689
Email: [email protected]
Office Hours: 11AM-12NOON MTWF or by appointment
COURSE Bonnie Spence
COORDINATOR Office: Mathematics 004A
Phone: 406-243-4808
Email: [email protected]
DESCRIPTION The study of algebra, number theory, probability and statistics for
prospective elementary and middle school teachers, including
proportional reasoning, functions, elementary number theory,
statistical modeling and inference, and elementary probability
theory.
LEARNING Upon completion of this course, a student will be able to:
OUTCOMES
1. Apply algebra in many forms (e.g., as a symbolic language, as
generalized arithmetic, as a study of functions, relations, and
variation) and use algebra to model physical situations and
solve problems;
2. Explain proportionality and its invariant properties;
3. Apply number theory concepts and theorems, including
greatest common factors, least common divisor, properties
of prime and composite numbers, and tests for divisibility;
4. Represent, analyze and interpret data;
5. Simulate random events and describe expected features of
random variation;
6. Distinguish between theoretical and experimental
probability and describe how to use one or both to
determine a probability in a given situation.
TEXT A Problem Solving Approach to Mathematics for Elementary
Teachers, 11th Edition (Billstein, Libeskind, and Lott)
MATERIALS Textbook, Quad Ruled Homework Paper, Calculator (A graphing
calculator is recommended but not required, classroom
demonstrations will be given using the Texas Instruments TI-84),
Compass, Metric Ruler, Computer Storage Device (USB Thumb
Drive)
GRADING 3 Mid-Semester Exams, 100 Points Each
15 Highest Homework Scores, 4 Points Each
4 Projects, 20 Points Each
Final Exam
300
60
100
200
Total
GRADING
SCALE
A
A
A-
Points
Points
Points
Points
660 Points
98-100
93-97
90-92
B+
B
B-
88-89
83-87
80-82
C+
C
C-
78-79
73-77
70-72
D+
D
D-
68-69
63-67
60-62
ACADEMIC The following is an excerpt from the University of Montana
HONESTY Student Conduct Code:
“All students must practice academic honesty. Academic
misconduct is subject to an academic penalty by the course
instructor and/or a disciplinary sanction by the University. All
students need to be familiar with the Student Conduct Code. The
Code is available for review online at
http://www.umt.edu/SA/vpsa/index.cfm/page/2585.”
Please be aware of the expectations for academic student
conduct. If you have any questions related to this code, please
ask.
ACCOMMODATION Please let me know at the beginning of the semester if you need
accommodations for learning in my classroom or through
Disability Services for Students (DSS). I am happy to help facilitate
these needs.
ADMINISTRATIVE You must earn a C- or better in this course to pass the requirement
POLICIES in the School of Education. You may change to Credit/No Credit up
the last day of the class. Credit will be awarded to students earning
a D- or better. However, if you choose this option the grade cannot
be counted towards the School of Education requirement nor the
UM graduation requirement.
IMPORTANT February 15th is the last day to drop or add the course using
DATES Cyberbear. April 8th is the last day to drop with instructor and
advisor signatures. May 10th is the last day to drop the course or
change grading option using a late drop form. Acceptable reasons
for a late drop are listed in the university catalog and include
reasons such as accident, illness, family emergency or a change in
work schedule.