Prerequisites: MATH 1314, MATH 1324, or MATH 1414 with a grade of C or better. OR satisfactory score of 61 or higher on the ACC Higher Level Mathematics Placement Test. 

Grade Components

Tests: 60%

Written Homework: 15%

Online Homework: 10%

Classwork:  15%

This is a First Day™ class. The cost of required course materials, including an online version of the textbook, has been added to your tuition and fees bill.  That means you do NOT need to purchase a textbook.

Textbook: Mathematics for Elementary School Teachers, 7th Edition by Bassarear & Moss, Cengage Learning. Optional Purchase: ISBN (Bound paperback): 978-1-337-62996-6, or ISBN (Loose-leaf): 978-0-357-04387-5

Explorations Manual (available online in your EWA account). Your instructor will provide instructions on how to use Blackboard to access your required Enhanced WebAssign (EWA) account, where you will access the texts and online homework

Other Technology:  Access to a webcam and microphone may be required for this course if classes must go online due to an emergency. Eligible students can check out required technology at https://www.austincc.edu/students/student-technology-services.

NOTE:  I do not allow students to use a laptop nor cell phone during class.  If you take notes on a tablet, the tablet must be laid flat on the writing surface.  If you have an emergency that requires phone use, please leave the classroom to manage the situation, and return as soon as you can.

Course Calendar

Note: Schedule changes may occur during the semester. Any changes will be announced in class.

Common Course Objectives

MATH 1350 should: 

1. increase students' explicit understanding (a level of understanding which allows one to clearly and accurately communicate mathematical ideas) of some elementary & middle grade mathematics including;

1. number and number properties through experiences which emphasize sorting and classifying,
2. operations for real numbers with explorations of multiple interpretations,
3. problem solving,
4. algebraic thinking with investigations of patterns and a focus on sets and functions,
5. number theory,
6. proportional reasoning

1. increase students' ability to independently increase their own understanding of mathematics (they need to be able to learn math and be confident that they understand it since we can't get to everything they will need to teach elementary or middle school students); 
2. challenge students' beliefs about mathematics and, hopefully, enhance their attitudes in a positive way; 
3. provide students with an opportunity to experience mathematics in a constructivist learning environment, as they may be expected to teach in this manner (for further information see NCTM's Professional Standards); 
4. introduce common manipulatives; through use, rather than demonstration 
5. begin to develop effective communication skills that will be useful to the student when they begin teaching.

Student Learning Outcomes

Upon successful completion of the course, a student should be able to:

1. Determine patterns and explain the patterns in writing. When appropriate, students will find a an explicit formula for the pattern.
2. Compare and contrast numeration systems, such as the Roman number system, Alphabitia (base 5) , and our decimal system. Students will convert numbers between base 10 and other bases, and perform addition and subtraction in Alphabitia (base 5) and in other bases. 
3. Solve arithmetic problems in multiple ways, including using base 10 blocks, write explanations for multiple methods for solving arithmetic problems, and find and explain errors in other’s computations 
4. Define and explain in writing various number theory concepts such as divisibility, prime and composite numbers, prime factorization, least common multiples and greatest common factors
5. Do computations with integers, rational numbers, decimals and real numbers, explain in writing the concepts, and use manipulatives such as two-sided disks, base 10 blocks, pattern blocks, and fraction bars or fraction circles to illustrate properties and computations.
6. Solve problems involving proportions and percents and explain the concepts in writing.
7. Represent numbers using a variety of models (e.g., fraction strips, fraction circles, diagrams, shaded regions, number lines)
8. Use a variety of concrete and visual representations to demonstrate the connections between operations and algorithms.