Gordon State College
I. COURSE INFORMATION:
|Course Number and Title: |Term: |Building-Room: |
| |Fall, 2020 |Instructional Complex, # 311 |
|MATH 3003-A | | |
|Data Analysis, Probability, and Connections for Early|Credits: | |
|Childhood Education (ECE) |3-0-3 | |
|(CRN 501) | | |
| | | |
|MATH 3003-B | | |
|Data Analysis, Probability, and Connections for Early| | |
|Childhood Education (ECE) | | |
|(CRN 502) | | |
| | |Days/Times: |
| | |Tuesdays & Thursdays |
| | |12:30 – 1:45 PM (A) |
| | | |
| | |Tuesdays & Thursdays |
| | |2:00 – 3:15 PM (B) |
|Professor’s Website: | |
|faculty.gordonstate.edu/gclement | |
|First Class Session: |Last Class Session: |Final Exam: Online |
|Thursday, August 13 |Tuesday, December 1 |F, Dec 4, 12:30-2:30 pm (A) |
| | | |
| | |M, Dec 7, 2:45-4:45 pm (B) |
II. INSTRUCTOR INFORMATION:
|Professor: |Office Location: |E-mail: |
|Dr. Geoff Clement |Instructional Complex #243 |gclement@gordonstate.edu |
|Office Hours: |Phone: |
|MW 9:30-11:30 in D2L’s BBC, TR 8:30-10:30 in IC 243, and other times by appointment (Just call or e-mail|Office: 678-359-5820 |
|your professor.) | |
III. Text (s) and Other Resources:
|Required Textbook: |
|Billstein, R., Libeskind, S., & Lott. J. (2020). A Problem Solving Approach to Mathematics for Elementary School Teachers (13th edition). Boston, MA: |
|Pearson/Addison Wesley. Chapters 9 and 10. |
| |
|This course will be enhanced with Desire2Learn (D2L) and other course resources on Dr. Clement’s professional website. |
IV. CATALOG DESCRIPTION:
|Pre-Requisites: |
|Admission to candidacy, Bachelor of Science, Early Childhood Education, and successful completion of MATH 2008 |
|Description: This course will provide early childhood teacher candidates with mathematical foundations in topics which include elementary algebra concepts, |
|mathematical modeling, and logical reasoning. |
V. CONCEPTUAL FRAMEWORK:
|Unit Philosophy: |
|A Gordon teacher is one who possesses the abilities, skills, knowledge, and confidence to inspire and enable each student to become a lifelong learner. A |
|more detailed explanation of the unit philosophy may be found at . |
| |
|Purposes and goals for Gordon’s Elementary Education Program are included at |
|. |
| |
|The Math 3001-3002-3003 courses are primarily mathematics content courses, but they should impact prospective teachers’ knowledge of curriculum, students, |
|learning environments, planning, and instructions, as well as professionalism and assessment. Elementary teachers must be aware of and proficient with Grades|
|preK-8 mathematics. |
| |
|Provided within the Common Core, the eight Standards for Mathematical Practice are: |
|Make sense of problems and persevere in solving them. |
|Reason abstractly and quantitatively. |
|Construct viable arguments and critique the reasoning of others. |
|Model with mathematics. |
|Use appropriate tools strategically. |
|Attend to precision. |
|Look for and make use of structure. |
VI. GORDON LEARNING OUTCOMES:
|The entire toolkit of the Early Childhood Education Program is described by ten conceptual framework outcomes, organized within five categories of the |
|Georgia Framework for Teaching. Each outcome contains four indicators, with the fourth indicator related to dispositions. In summary, there are thirty |
|indicators related to the knowledge and skills essential to teaching for learning, and ten indicators of dispositions inherent within great teachers. On the |
|chart below, the ECE program outcomes and indicators are summarized and linked to sources of evidence that will be evaluated in this course. |
Alignment of Framework, Outcomes, and Related Indicators:
| |Conceptual Framework Outcomes |Indicators |MATH 3003 |
| | | |Data Analysis, Probability, and |
| | |Indicators in bold type are assessed in this |Connections for ECE: Sources of |
| | |semester. |Evidence |
|Content and | | |
|Curriculum | | |
| | |13 |
|Aug. | |Introductions/Standards for Mathematical Practice |
| |18 |20 |
|Aug. |Worthwhile Mathematical Tasks |Probability WMTs |
| |25 |27 |
|Aug. |Billstein Section 9-1 Determine Probabilities |Billstein 9-2 Multistage Experiments & |
| | |Modeling Games |
| |1 |3 |
|Sept. |Catch up day/Birthday Problem, |Billstein Section 9-3 Simulations & Applications in Probability CCSSM Group|
| |Start Section 9-3 |Project Due |
| |8 |10 |
|Sept. |Billstein 9-4 Permutations & Combinations in Probability |VDW Ch. 22 Exploring Concepts of Probability |
| | |Personal Introduction Due |
| |15 |17 |
|Sept. |Review |TEST #1 |
|Sept. |22 |24 |
| |Data Analysis/Statistics Introduction |Billstein Section 10-1 Designing Experiments/ |
| | |Collecting Data Project Due |
| |29 |(Mid-Term: Friday, Oct 2) 1 |
|Sept./Oct. |Billstein Section 10-2 Displaying Data: Part I |Billstein Section 10-3 Displaying Data: Part II |
| |6 |8 |
|Oct. |Billstein Section 10-3 Displaying Data: Part II |Billstein Section 10-4 Measures of Central Tendency & Variation |
| |13 |15 |
|Oct. |Fall Break (MT, Oct 12-13) |Billstein Section 10-4 Measures of Central Tendency & Variation |
| | 20 |22 |
|Oct. |Billstein Section 10-4 Measures of Central Tendency & Variation|Billstein Section 10-5 Abuses of Statistics/ |
| |NCTM Illuminations Project Due | |
| |27 |29 |
|Oct. |VDW Ch. 21 Developing Concepts of Data Analysis |Review |
| |3 |5 |
|Nov. |TEST #2 |Cognitively Guided Instruction (CGI) Article Project Due |
| |10 |12 |
|Nov. |CGI |CGI |
|Nov. |17 |19 |
| |CGI |CGI Review WMT Project Due |
| |24 |26 |
|Nov. |TEST #3 |Thanksgiving Holiday (W-F) |
| |1 | |
|Dec. |WMT Presentations/REVIEW | |
|Dec. |F, Dec 4, 12:30-2:30 pm (A) |Study smart!!! Do your best! |
| |M, Dec 7, 2:45-4:45 pm (B) |Rise to the challenge! Live and learn! |
Important Dates
Labor Day M, September 7 Midterm Withdrawal Deadline F, October 2
Thanksgiving Holiday Break W-F, Nov. 25-27 Last Day of Classes W, Dec. 2
Final Exams F-W, Dec. 4-9
Office Hours: MW 9:30-11:30 in D2L’s BBC, TR 8:30-10:30 in IC 243, and other times by appointment (Just call or e-mail your professor.)[pic]
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G
GORDON
The comprehensive final exam may also be substituted for the lowest unit exam.
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