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]

-----------------------

G

GORDON

The comprehensive final exam may also be substituted for the lowest unit exam.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download