For details specific to Dr. Kribs's current section of Math 1330, click here.

Unit | Topic | # Hours |
---|---|---|

1 | Problem Solving | 9 |

2 | Operations | 6 |

3 | Numeration Systems & Algorithms | 9 |

Midterm exam | 1 | |

4 | Fractions | 9 |

5 | Number Theory | 9 |

Final review | 1 | |

Final exam | 2.5 |

Class policy on drops, withdrawals, academic honesty, and accommodating disabilities follows the University policy on these matters. Copies can be obtained upon request.

We will usually discuss the problems in a large group after most groups have
finished them. Sometimes you will be asked to write up your ideas and solutions,
but *always* you are expected to think about the problems, participate in
solving them, and communicate your ideas with others. Communicating your ideas
clearly to others is as important as developing them in the first place.

Note that this is a math *content* course, and not a pedagogy course.
We hope that taking this course will help you be a better teacher, but more by
setting an example rather than teaching you math methods. Students who come out
of this course generally feel a lot more comfortable about teaching math, and
about being a mathematical authority in the classroom. Hang in there!

*The exams* will be similar in nature to the problems we work in class,
but short enough to be completed in the time given. A sample exam will be
distributed before each exam in order to give you a closer feel for it,
though you should *not* expect it to serve as an exact blueprint for the
real thing. The dates and times for the midterm and a final exam (usually
given in your usual room) are listed on your instructor's syllabus. Please
mark them on your calendar now so as to avoid conflicts. If a conflict arises,
*please* see your instructor as soon as possible to resolve it.
Make-up exams may not be given without prior arrangement.

*Attendance and participation* are a significant part of your grade
because this course is more an experience than a set of material to be learned.
Most of what I hope will happen for you in this course will take place inside
the classroom, working in groups and talking with others. Attendance is
normally taken by means of a daily sign-in sheet. Your instructor's specific
attendance policy and penalties for absences should be detailed on the
syllabus. Arriving late (after class has started) or leaving early may count
toward absences. It may also make you miss important announcements!
Students with special needs, or other situation which affects their attendance
for several consecutive classes, should consult with the instructor as soon as
possible.

It is also in your interest to participate in the group problem solving
sessions since active learning is better than passive learning. Participation
includes both small and large group work. Participation in small groups means
coming to class prepared (working on a problem outside of class, or bringing
requested materials to class), working productively with groupmates, and making
sure everyone in your small group follows what you are doing. Large group
participation means making some sort of tangible contribution (spoken or
written on the blackboard) about once a week. If you don't feel comfortable
answering questions, *ask* one of your own: questions spur discussion as
much as answers, and you'll be doing a favor to classmates wondering the same
thing.

*The written work* will have two components: write-ups (also called
problem reports) and reflections. A write-up is a detailed solution to a
problem discussed in class. These write-ups should be readable independently
of any worksheet on which they are based, in good English and either legibly
handwritten in ink or word-processed. They should always include the
following (although you need not use this form): 1. a statement of the problem
at hand, 2. any strategies you used to attack the problem,
3. the solution you obtained, with an explanation of how you got it
(and how you know it is complete), and 4. a conclusion that says
what we can take with us from the problem. Communication of what you
understand (even if it's not a complete understanding) is at least as much the
point as finding the solution.

Your instructor will also sometimes ask you to write a reflection on a rather less concrete issue, like "What does it mean to get stuck?" These essays, usually a page or two in length, will be graded more loosely, more on how much thought went into it than on organization and content.

Your instructor will let you know at the time an assignment is given when it is due, but typically it will be due in class a week from the time it is assigned, and you will have roughly one assignment due per week. Check with your instructor for her/his policy on late assignments.

If you find you are having difficulty with written assignments, I encourage you to consult one of the 1330 instructors or your classmates, bringing a draft of the paper to go over. Small groups whose members revise each other's drafts historically tend to do better on them.

• *Library:* Barbara Howser is the Mathematics Librarian. She can be reached
at (817)272-7519, and by e-mail at howser@library.uta.edu. You can find
useful research information for mathematics on the UTA library page.

• *Textbooks*: In the past, students have asked about reference texts
since we don't use a traditional textbook. Math textbooks for this audience do
exist and may be helpful at times, though they do not follow our syllabus, nor
are they in the least necessary for the course. The reason we do not use them
in the course is because they are fundamentally about math as *telling*,
rather than math as a powerful way to make sense of things. I (CMKZ) have a
copy of several such texts in my office which you may come browse.

You may also find the following books, available in the UTA Library, helpful:

Alice F. Artzt & Claire M. Newman. *How to use cooperative learning in the
mathematics class*. Reston, VA: NCTM, 1990.

Tom Bassarear. *Mathematics for elementary school teachers*. Boston:
Houghton Mifflin, 2005 (3rd ed.).

Rick Billstein, Shlomo Libeskind, Johnny W. Lott. *Problem solving approach
to mathematics for elementary school teachers*. Reading, MA:
Addison-Wesley. Call numbers QA 135.5 .B49 1984 & 1987, QA135.6 .B55 2004.

Gary L. Musser, William F. Burger, Blake E. Peterson.
*Mathematics for elementary teachers : a contemporary approach*.
New York: J. Wiley, 2003. Call number QA39.3 .M87 2003.

O'Daffer et al. *Mathematics for elementary school teachers*. New York:
Addison-Wesley.

*Last revised August 26, 2008*