Professor Hlas

hlascs (@) uwec.edu

Drop-in times

*Fractions are pathway to algebra.* (unknown)

This course focuses on mathematical knowledge for teachers using active learning. Course learning outcomes include conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition of the following topics:

- meaning of percentages
- percentage operations and applications
- meaning of decimals
- decimal operations and applications
- meaning of fractions
- fraction operations and applications
- rational and proportional relationships

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

- 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 Canvas.

- Online homework using WeBWorK
- "Daily" formative quizzes
- Six summative quizzes
- One midterm examination
- Comprehensive final exam

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

*I recommend printing Class Activities from Canvas so you do not need to bring the book to class.* - Fraction strips
- Pattern blocks (4:hexagons, 8:trapezoids, 10:parallelograms, 12:triangles)

Note: Calculators will **not** be allowed so preservice teachers can learn to think like elementary students, who do not use calculators for these mathematical topics.

- Standards: Wisconsin Standards for Mathematics, CCSS-M, CCSS-M Learning Progressions
- Pipes, tubes, and beakers: New approaches to teaching the rational-number system (Moss, 2005)
- Algebraic nature of fractions: Developing rational thinking in elementary school (Empson, Levi, Carpenter) in
*Early Algebrization: A Global Dialogue from Multiple Perspectives*(2011) - Developing essential understanding of rational numbers: Grades 3-5 (NCTM, 2010)
- Adventures in Number Town (Charischak)
- Recommended review: Algebra rules

- Active learning: Mathematics is not a spectator sport so requires practice with immediate feedback (2019a, 2019b, 2013, 2006). See extra practice activities for each day on the class schedule.
- Self-testing (flash cards, low-stakes quizzes, creating sample exam questions, etc.) is a form of active learning that engages the brain more than other forms of practice (2020a, 2020b, 2014, 2013*, 2009).
- Avoid procedural shortcuts (Nix the Tricks)
- Hand writing on paper leads to more brain activity (2021, 2020, 2011). Also see Feyneman's note strategy for note-taking tips.
- Study groups are beneficial for learning (2017).
- Reducing math/test anxiety (2020, 2004, n.d., ERIC search)
- Belief in learning styles may be detrimental for learning because all people learn multiple ways, not just one (2021, 2019, 2018)

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 in a timely manner.

Before class activities are intended to be completed to the best of your ability. The idea behind these activities is that you learn more by trying something first (in this case before class), then getting feedback (during class). Perfection is not expected on these activities. If tasks are unclear, please ask questions via email. Also, feel free to work with fellow classmates on these tasks.

Recommended practice exercises from the book and other resources are listed in the daily calendar. These tasks are not graded but are recommended because practice problems may appear on assessments while readings provide context for class activities. Group work is recommended for extra practice problems.

Homework problem sets apply skills from class and allow for practice. Problems in WeBWorK may be attempted multiple times, but only the highest score is recorded. Feedback is immediate, but is limited to correct/incorrect so please contact the instructor when better feedback is needed.

WeBWorK is open until the last class day. Each student earns credit based on their percent of correct answers. For example, a student that completes 70% of the problems would receive 70% of 20, which is 14 MP.

Most days there will be a quiz at the beginning of class. Notes are not allowed on quizzes, but class manipulatives are allowed.

Quizzes will be one of the following types:

**Formative**quizzes will be due at the beginning of class and are*not graded*. Formative assessments are sometimes referred to as assessment*for*learning because they designed to be part of the learning process (called the "testing effect"). The instructor will discuss in class what how to score the quiz to let students know what is important from a grading point of view and to provide a possible a method for grading future mathematics assessments.**Summative**quizzes are a form of assessment*of*learning. These will done in-class and will be graded by the instructor using similar procedures discussed during the scoring of formative quizzes. Six graded quizzes are planned, three before each exam. Summative quizzes are usually group-based, but may be individual based on the needs of the students or the current content focus.

"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). Assessments are a part of the learning experience so will require mastery of class material and will require the ability to apply class material to *new* situations.

Two exams are planned: a midterm and a comprehensive final. Each exam focuses on more recent material, but mathematics is cumulative so expect to see material from previous assessments again. Exams are individual, allow one page of notes (one-sided, handwritten) and students may use class manipulatives. Extra credit is also planned to be included on both exams. Other details will be posted to Canvas.

**Email** is the best way to reach me. I typically respond within 24 hours, but do not check email in the evenings or on Saturdays due to family commitments.

**Attendance** A record of attendance will be collected. This is required by the University to maintain accurate class rosters and to assess the impact of attendance on student achievement. Attendance is not graded but poor attendance may impact group activities.

**Absences** If you are absent, please check the course schedule then meet with me (drop-in hours, Zoom, and/or email) so I can make sure you are caught up. Authorized absences (school functions, emergencies or illness) do not require explanation and may be made up for full credit. Other absences may be completed early for full credit, or late for 90% credit. Late work is expected to be completed in a timely manner (within two weeks of the original due date or by 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, 109, 112, 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.

^{*}**Grades** *Midterm grades* will be based on percentage of points completed at the time of midterm submission. For *final grades*, total points 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.

The **UW-Eau Claire Liberal Education (LE) Core** curriculum serves as a strong foundation for all of our academic programs. Our LE Core embodies the Power of [AND] in its design. It has been developed to ensure that you acquire the knowledge AND skills AND responsibility that you will need to actively engage in a global society. Through meeting the requirements of the LE Core you will develop the ability to think critically, creatively and independently. You will learn to integrate and apply your knowledge and develop values essential to becoming a constructive global citizen. The outcomes will empower you and prepare you to deal with complexity, diversity, and change in multiple settings. They will also develop highly marketable skills and lead to life-long learning and civic engagement (see LE Learning Outcomes and Rubrics).

**Student Accommodations** Any student who has a disability and is in need of classroom accommodations should contact the instructor and the Services for Students with Disabilities Office in Centennial Hall 2106 at the beginning of the semester.

**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.

**Mandatory Reporter** As a Wisconsin State employee, I am obligated to report any claims of sexual harassment or sexual assault. Please know that any such information revealed to me will be forwarded to the Dean of Students. The Dean of Students office may reach out to you to offer resources and support.