# Geometry in grades 1-8

Professor Hlas |

*I saw my geometry teacher sneaking around with some graph paper. I think she is plotting something.*

## Course Information

This course includes mathematical knowledge for teachers based on practice & content standards. Topics include:

- geometry as shape
- measurement
- symmetry & transformations

Learning outcomes students should achieve through this course:

- Students will prove to themselves that they can learn the content above so they can convince their future students that the material is learnable.

This course helps students meet the following Liberal Education Learning Outcome:

- S2. Use mathematical, computational, statistical, or formal reasoning to solve problems, draw inferences, and determine the validity of stated claims.

(This outcome will be assessed by the cumulative final exam.)

More course information is posted on D2L.

### Goals

- Develop a productive disposition towards elementary mathematics
- Explain why mathematical ideas work

### Structure

- Daily warm-up activities, typically for discussion
- Weekly quizzes
- One midterm examination
- Comprehensive final exam

### Materials

- Beckmann, S. (2014). Mathematics for Elementary Teachers with Activities, 4th edition (rental text)

I recommend printing Class Activities from D2L so you do not need to bring the book to class. - Calculators
**are**allowed, but are not required. Devices with wireless capabilities (e.g., cell phones) are not allowed on assessments. - Recommended review: Algebra rules

### Research background

- Common Core State Standards for Mathematics
- CCSS Learning Progressions
- Better learning through hand writing (Science Daily, 2011)
- Nix the Tricks (Cardone)
- Improve students' learning with effective learning techniques (Dunlosky, et al., 2013, page 45)
- Benefits of study groups (Weimer, 2017)

## Grading

It is important to accurately show your mathematical thinking and to communicate clearly. On every assignment, the preservice teacher starts at zero then earns "math points" (MP) for demonstration of mathematical thinking in their solutions. If any concerns arise regarding grading, contact the instructor outside of class in a timely manner.

### Warm-up activities

Warm-up activities are intended to be completed before class and are designed to prepare preservice teachers for that day's in-class activities. These activities are more effective when everyone attends class fully prepared. "Eyeglasses" in the calendar will indicate warm-up activities.

### Quizzes (5 × 10 MP)

Quizzes will typically have a group component and an individual component. For the group part, groups will work together and each member of the group will receive the same score. For the individual part, students will complete quiz on their own for an individual score.

Notes are not allowed on quizzes.

### Midterm (30 MP) & Final exam (40 MP)

"To assess conceptual knowledge, researchers often use novel tasks … Because children do not already know a procedure for solving the task, they must rely on their knowledge of relevant concepts to generate methods for solving the problems." (Rittle-Johnson, Seigler, Alibali, 2001, p. 347). A such, assessments are a part of the learning experience and will not only require mastery of class material, but will also require the ability to apply class material to new situations.

For each exam, one page of notes (1-sided, handwritten) is allowed.

### Online practice (+6 MP bonus)

WeBWorK problem sets are used to apply skills from class. Feedback is limited to correct/incorrect so if problems are difficult please see the instructor for better feedback.

Each student earns bonus points based on their percent of correct answers. For example, say a given student completes 70% of the problems. This student receives 70% of 6, or 4.2 bonus points.

### Bonus (? MP)

Readings, quizzes, and homework may be assigned beyond those previously indicated, but final grades will still be computed based on the scale given.

#### Fine print

**Attendance** A record of attendance will be periodically collected. This is done to maintain accurate class rosters and to assess the impact of attendance on student achievement. Poor attendance may impact group activities.

If you will be absent, it is your responsibility to find out what was missed by checking D2L or contacting fellow classmates. Authorized absences (school functions or emergencies) may be made up for full credit. Non-authorized absences may complete a late assignment for 75% credit if the assignment has not been returned to the class yet. All other make-ups receive 50% credit and must be completed within two weeks of the original due date or the last day of classes, whichever occurs first.

**Entry-level switching** The Department of Mathematics allows students within entry level mathematics courses (i.e., 010, 020, 104, 106, 108, 109, 111, 112, 113, 114, or 246) to move up to a higher numbered course during the first *two* weeks of a semester or move down during the first *three* weeks. Please contact the instructor for more details.

**Midterm grades** will be based on percentage of points completed at the time of midterm submission. **Final grades** will be rounded up to the nearest whole number to determine a letter grade. Individual scores or grades will not modified because they represent a student's progress in the class throughout the semester.

**Student Accommodations** Any student who has a disability and is in need of classroom accommodations, please contact the instructor and the Services for Students with Disabilities Office in Centennial Hall 2106 to determine accommodations before contacting the instructor.

**Academic Integrity** Any academic misconduct in this course as a serious offense. The disciplinary procedures and penalties for academic misconduct are described on the UW-Eau Claire Dean of Students web site.

**Civility** As members of this class, we are members of a larger learning community where excellence is achieved through civility. Our actions affect everyone in our community. Courtesy is reciprocated and extends beyond our local setting, whether in future jobs, classes, or communities. Civility is not learned individually, it is practiced as a community.