Professor Hlas

hlascs (@) uwec.edu

Drop-in times

I saw my geometry teachers sneaking around with some graph paper. I think they are plotting something.

How many sides does a circle have? *(Two. An inside and an outside.)*

What is the difference between a diamater and a radius? *(A radius.)*

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:

- properties of 2D and 3D shapes
- area and surface area formulas
- volume formulas
- geometric transformations
- using similar shapes to solve problems

This class will be taught using an online format in Spring 2020.

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.

- Learn from problem solving
- Develop a productive disposition towards elementary mathematics
- Develop a growth mindset for mathematics
- Explain why mathematical ideas work

- Daily warm-up activities
- "Daily" formative quizzes
- Two midterm examinations
- Extra credit via WeBWorK

- 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. - Calculators
**are**allowed, but are not required. Devices with wireless capabilities (e.g., cell phones) are not allowed on assessments. - Recommended review: Algebra rules
- Connected Geometry

- Common Core State Standards and CCSS Learning Progressions
- Better learning through hand writing (2020, 2011)
- Nix the Tricks (Cardone)
- Improve students' learning with effective learning techniques (Dunlosky et al., 2013, page 45)
- Benefits of study groups (Weimer, 2017)
- Examining an assessment strategy on high school mathematics achievement: Daily quizzes vs. weekly tests (Shirvani, 2009)
- Meta-analytic synthesis between frequent low-stakes testing and class performance (Sotola & Crede, 2020)
- Belief in learning styles may be detrimental (American Psychological Association, 2019)
- Learning mathematics takes practice (Sigmundsson et al., 2013)

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.

Recommended practice exercises from the book and other resources are listed in the calendar. These exercises are not graded but are recommended as these problems will likely appear on assessments.

Most days there will be a short quiz (~10 minutes) for feedback. These **formative** quizzes will be scored independently and not graded.

Notes are not allowed on quizzes. Approved calculators and manipulatives are allowed.

"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 (one-sided, handwritten) is allowed. Approved calculators and class manipulatives are also allowed.

If a student's grade based on the in-person final exam is higher than the grade based on class points,

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, a student that completes 70% of the problems would receive 70% of 2.5, or 1.75 bonus points.

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

**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.

Catalog information: Math 304 - Geometry, grades 1-8

Meeting information:

- Section 002: Monday, Wednesday, Thursday, Friday at 12-12:50 pm
- Section 003: Monday, Wednesday, Thursday, Friday at 1-1:50 pm

Topical outline

- Geometry as shape (5.5 days)
- Points, lines, and angles
- Classifying 2-dimensional shapes
- Classifying 3-dimensional shapes
- Spatial visualization

- Measurement (11.5 days)
- Units of measure
- 2-dimensional measurement
- 3-dimensional measurement

- Geometric transformations (7 days)
- Reflections, translations, rotations
- Symmetry and tessellations
- Similarity

- Parallel postulate (2 days)
- Assessments (2 days)