Math 241: Elementary Statistics - Southeastern



Math 277Mathematics for Elementary Education IISpring 2015Instructor: Janelle Lorenzen Office: 328A Fayard HallPhone Number: 985-549-5893 Office Hours: Posted on MoodleE-mail address: jlorenzen@selu.edu Course Overview: This course is designed to prepare the student to teach fractions, decimals, probability, and data analysis in the K-8 curriculum. Topics include basic concepts of fractions, operations on fractions, ratios, proportions, percents, decimals, real numbers, simple probability, experimental probability, and data analysis of univariate and bivariate data. How this class will be taught: IBL This section of Math 277 will be taught using a teaching methodology called guided inquiry-based learning (IBL). IBL is widely regarded as a method of teaching that is more effective for students compared to the lecture method. IBL is gaining traction in the US, and IBL methods are used in other modern nations with school systems that consistently outperform U.S. schools. IBL is a teaching method where students, ideas, and exploration are at the center, and the instructor is a coach or mentor. Hands-on activities replace lectures, and a carefully crafted sequence of problems is used to gently guide students towards constructing their own understanding of mathematical ideas. No outside resources rule! It is better to be stuck than to look up an answer. Please do not use the Internet, Google, your math/science roommate or friend, etc. Given that our goal is to improve our problem-solving skills, looking up an answer is the absolute worst thing you can do to yourself. Please believe and trust in yourself, your classmates, and your instructor. Student's Role: Students in an IBL class are mathematical explorers and problem solvers. Students are not required to have any prior experience with mathematical exploration and are only asked to have an open mind and some patience. It’s okay to be stuck! In fact, learning how to deal with being stuck will be a primary theme in the course. Mathematicians of all levels have learned to be stuck and to use being stuck as an opportunity to grow intellectually and emotionally. Engaging and learning from “fruitful struggle” is a primary goal of the course. Be a team player! Communication skills are important in all classes, especially IBL classes. One of the most important skills one can learn is talking and listening in a professional manner. This means showing respect and courtesy for your classmates and instructor, offering suggestions in a considerate manner, supporting your classmates through encouragement, and helping without giving away answers too early. Instead of competing against one another, we are a community working towards the same goals. Examples of how to start your communication in a positive way: ? “I like how you did...” ? “I like how you explained the first part, could you explain the second part again?” ? “I understand what you are doing and agree with some of it, but I am getting something different...” ? “Could you explain part … again.” ? “What I appreciate about your solutions is how you did... that enabled you to...” Instructor's Role:The instructor’s role in class is to design problem sets that lead students to the mathematical ideas without the need for formal lectures as the primary teaching method. Additionally the instructor’s role is to manage and implement student-centered tasks that provide students opportunities to construct their own understanding. The instructor will not give answers before students present them. Students deserve time and space needed to succeed. Once a solution is presented in class and accepted as correct by the entire class, then the instructor’s role includes going over solutions with students as needed in class and/or in office hours. It is important to note that all of your questions will eventually be answered! Required Materials: A notebook (one multi-subject or several single-subject)Graph paperA TI-30XIIS or TI-30XIIS B calculator for the second half of the semester. Textbook: A Problem Solving Approach to Mathematics for Elementary School Teachers, 11th Edition by Billstein, Libesking, LottCourse Objectives: Upon completion of this course, Students will be able to compute with fractions and decimals proficiently,Students will be able to provide clear and concise rationales for computational algorithms with fractions and decimals,Students will be able to clearly and systematically represent fractions and decimals with appropriate models,Students will be able to accurately compute probability of events and simulate with well-designed probability experiments, Students will be able to provide clear and concise descriptions of univariate and bivariate data sets and accurately interpret data in order to make predictions/decisions,Students will approach problem solving in a systematic manner and utilize multiple problem solving strategies,Students will display a positive attitude towards mathematics and exhibit the intellectual habits of mathematicians. Grading Scale: A: 90-100%; B: 80-89%; C: 70-79%; D: 60-69%; F: 59% or below?Evaluation procedures: You will have a variety of assignments over the course of the semester. Your grade will be determined using the departmental scale based on the following weights.Presentations5%Homework10%Writing Assignments10% Tests (4 in-class)50% Comprehensive Final Exam25% Test dates: Tentative tests dates are below.Unit 1: Fractions – Monday, February 23Unit 2: Decimals – Wednesday, March 11Unit 3: Probability – Wednesday, April 1Unit 4: Data Analysis – Monday, May 4Final Exam: The final exam will be on Monday, May 11 from 2:45-4:45. The location will be announced later. Presentations:Each student will be responsible for 2 presentations over the course of the semester. One of the presentation questions will come from Units 1 and 2 of the course problem set, and the other will be from Units 3 and 4.Presentations will occur nearly every class meeting. Questions available for presentations will be selected from the class problem set by the instructor. At the beginning of class, students will have the opportunity to sign-up for the questions they would like to present. If more than one student signs up for a problem, the presenter will be randomly chosen from the list of students who signed up. Students must present a complete solution to the problem in front of the class and answer any questions about it. Other students in the class will be responsible for commenting, questioning, or complementing the student presenter's work. If no one signs up for a problem, students who have previously presented a problem will be able to sign up for bonus points. Each presentation will be worth 2.5% of your final grade.Presentations will be graded using the following scale.Points1234CriteriaMinimal progress, unable to answer questionsSome progress, but not a full solution; difficulty in answering questionsEssentially correct, but with some "gaps" in the logic or unclear presentation; able to answer most questionsCompletely correct and clear presentation, able to answer all questionsHomework:Homework problems will be assigned from the course problem set. Even though selected problems will be chosen, you are still responsible for completing all problems in a timely manner. See the Homework Guidelines posted on Moodle for more information on how to submit homework and how it is graded.Writing Assignments:Over the course of the semester, students will complete several writing assignments. All writing assignments should be typed, doubled-spaced, using 12-point Times New Roman font with 1-inch margins. All written assignments are to be submitted as a hardcopy in class as well as a digital copy on Moodle. A separate handout with details regarding these writing assignments is posted on Moodle.Drop Date: The last day to withdraw from this course is Friday, March 13, 2015.?Make-up Policy: I do not give make-up tests and encourage you to avoid missing any. If you must miss a test (only once per semester), I will excuse you from receiving a “0” for that grade ONLY if you follow these steps:You contact me by email BEFORE the test to notify me that you will not be able to attend.You must provide a legitimate reason for missing the test (university excused absence, letter from your doctor in the case of illness, death in your immediate family, etc.)Students not following these guidelines will receive a “0” for that test grade.If the above steps are followed, then your final exam grade will count in place of the missed test grade.If you are absent the day an assignment is due in class, it is your responsibility to submit it the day you return to class. If the assignment is not submitted the day you return to class, you will receive a grade of “0” for that assignment.There will be no exceptions to these policies.Email Policy:? Southeastern's policy requires that all email communication will be via your University email address only.? In all correspondences with?me, please be sure to sign both your first and last name and let me know in which class you are enrolled.? Be sure to check your campus email on a regular basis, as the University will use this to notify you of any announcements, problems, cancellations, etc. Office of Disability ServicesIf you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services, Room 107, Mims Hall. No accommodations will be granted without documentation from the Office of Disability Services. Student Behavior/Classroom Decorum: Free discussion, inquiry, and expression are encouraged in this class. I encourage you to ask questions at any time about the material under discussion. Please do not leave class early (unless you have made arrangements with me), allow your cell phone to disrupt class, text message during class, participate in off-topic discussions, or cause any other disruption that interferes with my ability to conduct the class or other students’ ability to learn the material.Teaching candidates are expected to maintain positive attitudes, exhibit strong attendance, and demonstrate a good work ethic. Any incidences of inappropriate or unprofessional behavior will not be tolerated and will immediately be reported to the College of Education.Please see the Code of Student Conduct for more information about acceptable classroom behavior: Academic IntegritySoutheastern Louisiana University expects students to maintain the highest standards of academic integrity at all times. Behavior that violates these standards is not acceptable. In this class, examples of cheating include the use of unauthorized material or communication with fellow students during a quiz or exam, attempting to benefit from the work of another student, and similar behavior that defeats the intent of a quiz or exam. I consider cheating a very serious offense, and it will be grounds for disciplinary action as outlined in the current General Catalogue.Family MembersUniversity policy states students cannot bring children to any classroom for day care or babysitting.MATH 277 - MATHEMATICS FOR ELEMENTARY TEACHERS IIWRITING ASSIGNMENTSSPRING 2015Writing Assignment 1: Write a response to each of the following. Write your math autobiography. Discuss your feelings regarding mathematics and your experiences taking mathematics classes from kindergarten through college. Describe the benefits of understanding in mathematics in your own words and how you think understanding is different from memorizing. Describe two challenges in being a student in a classroom that promotes understanding, and how you personally will attempt to manage these challenges in this class. Requirements: At least 2-3 pages in length, due on the second day of class (Monday, Jan. 26)Writing Assignments 2-5: Read each article, and then write a review that includes a brief summary of the article, as well as a personal reflection regarding the content and its applications in the elementary/middle school math classroom. Requirements: 1-2 pages in length, due on test days Writing Assignment 2: (Due Monday, Feb. 23)Gregg, J., & Gregg, D. (2007). Measurement and fair-sharing models for dividing fractions.?Mathematics Teaching In The Middle School,?12(9), 490-496.Writing Assignment 3: (Due Wednesday, Mar. 11)Martinie, S. L. (2014). Decimal fractions: An important point.?Mathematics Teaching In The Middle School, 19(7), 420-429.Writing Assignment 4: (Due Wednesday, Apr. 1)Quinn, R. J. (2001). Using attribute blocks to develop a conceptual understanding of probability.?Mathematics Teaching In The Middle School,?6(5), 290.Writing Assignment 5: (Due Monday, May 4)McClain, K. (1999). Reflecting on students' understanding of data.?Mathematics Teaching In The Middle School, 4(6), 374.Writing Assignment 6: Write a reflection on your experiences in the course this semester. Some questions you may want to consider: How do you feel about the inquiry nature of the course? Have your attitudes toward inquiry-based learning (IBL) changed? Are you likely to incorporate IBL in your mathematics courses? What is your level of understanding of the mathematical topics discussed in class? How do you feel you performed in the class? What would you do differently if you had to take this course again? Requirements: 1-2 pages in length, due the last day of class (Wednesday, May 6) TOC \o "1-3" \h \z \u Unit 1 PAGEREF _Toc409521311 \h 11.1 Introduction to Fractions PAGEREF _Toc409521312 \h 21.2 Relationships between Fractions PAGEREF _Toc409521313 \h 31.3 Addition and Subtraction of Fractions PAGEREF _Toc409521314 \h 51.4 Multiplication of Fractions PAGEREF _Toc409521316 \h 81.5 Division of Fractions PAGEREF _Toc409521317 \h 111.6 Proportion and Ratio PAGEREF _Toc409521318 \h 14Unit 2 PAGEREF _Toc409521319 \h 162.1 Introduction to Decimals PAGEREF _Toc409521320 \h 172.2 Operations on Decimals PAGEREF _Toc409521321 \h 192.3 Scientific Notation PAGEREF _Toc409521322 \h 212.4 Nonterminating Decimals PAGEREF _Toc409521323 \h 222.5 Percents PAGEREF _Toc409521324 \h 23Unit 3 PAGEREF _Toc409521325 \h 253.1 Introduction to Probability PAGEREF _Toc409521326 \h 263.2 Basic Probability Rules PAGEREF _Toc409521327 \h 293.3 Multistage Experiments and Independence PAGEREF _Toc409521328 \h 313.4 Simulations in Probability PAGEREF _Toc409521330 \h 333.5 Conditional Probability PAGEREF _Toc409521331 \h 35Unit 4 PAGEREF _Toc409521332 \h 374.1 Introduction to Data Analysis PAGEREF _Toc409521333 \h 384.2 Graphs for Univariate, Categorical Data PAGEREF _Toc409521334 \h 414.3 Graphs for Univariate, Numerical Data PAGEREF _Toc409521336 \h 444.4 Graphs for Bivariate, Numerical Data PAGEREF _Toc409521338 \h 484.5 Measures of Center PAGEREF _Toc409521340 \h 524.6 Measures of Spread PAGEREF _Toc409521341 \h 554.7 Box Plots PAGEREF _Toc409521342 \h 59WEEKDAYTOPIC1Wednesday, January 21, 2015Introductions, Complete 1.1 at Home2Monday, January 26, 20151.1 Presentations, Complete 1.2, WA#1 DueWednesday, January 28, 20151.2 Presentations, Complete 1.33Monday, February 02, 20151.3 Presentations, Complete 1.4Wednesday, February 04, 20151.4 Presentations, Complete 1.54Monday, February 09, 20151.5 Presentations, Complete 1.6Wednesday, February 11, 20151.6 Presentations, Test 1 Review5Monday, February 16, 2015Mardi Gras Holiday - No ClassWednesday, February 18, 2015Mardi Gras Holiday - No Class6Monday, February 23, 2015Test 1 - Fractions, WA#2 Due, Complete 2.1 at HomeWednesday, February 25, 20152.1 Presentations, Complete 2.27Monday, March 02, 20152.2 Presentations, Complete 2.3 and 2.4Wednesday, March 04, 20152.3 and 2.4 Presentations, Complete 2.58Monday, March 09, 20152.5 Presentations, Test 2 ReviewWednesday, March 11, 2015Test 2 - Decimals, WA #3 Due, Complete 3.1 at HomeFriday, March 13, 2015Last Day to Drop a Class9Monday, March 16, 20153.1 Presentations, Complete 3.2Wednesday, March 18, 20153.2 Presentations, Complete 3.310Monday, March 23, 20153.3 Presentations, Complete 3.4Wednesday, March 25, 20153.4 Presentations, Complete 3.511Monday, March 30, 20153.5 Presentations, Test 3 ReviewWednesday, April 01, 2015Test 3 - Probability, WA #4 Due, Complete 4.1 at Home12Monday, April 06, 2015Spring Break - No ClassWednesday, April 08, 2015Spring Break - No Class13Monday, April 13, 20154.1 Presentations, Complete 4.2 and 4.3Wednesday, April 15, 20154.2 and 4.3 Presentations, Complete 4.414Monday, April 20, 20154.4 Presentations, Complete 4.5Wednesday, April 22, 20154.5 Presentations, Complete 4.615Monday, April 27, 20154.6 Presentations, Complete 4.7Wednesday, April 29, 20154.7 Presentations, Test 4 Review16Monday, May 04, 2015Test 4 - Data Analysis, WA #5 DueWednesday, May 06, 2015Final Exam Review, WA #6 Due17Monday, May 11, 2015Final Exam 2:45 - 4:45 ................
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