SYLLABUS FOR MATH 440/540

Summer 2017

Instructor: Beth Wentworth, PhD

Office: Science 214

Office Phone: (308) 432-6406 E-mail: bwentworth@csc.edu

Title: Mathematics Education Standards

Credit hours: 3 undergraduate/graduate credit hours

Catalog Descr: K-12 mathematics education standards background, rationale, and

organization.

Text: NCTM Principles and Standards for School Mathematics, 2000.

State Standards for Mathematics found at www.educationworld.com

Common Core Mathematics Standards found at

http://www.corestandards.org/Math

Student Learning Objectives:

I. The students will recall and describe the K-12 standards from the perspectives
of content, assessment and pedagogy, with particular emphasis on the 7-12
area.

II. The students will describe some of the following major content strands:
algebra, geometry, discrete mathematics, probability and statistics, advanced
topics, and the generic areas of problem solving, reasoning, connections, and
communication.

III. The students will recall and describe the above topics in terms of articulation
with pre- and post-7-12 level work, technology, assessment, accommodation
of learning styles, and discourse.

These objectives are in agreement with departmental objectives I-III and

GS objectives I, IV, VI, and VIII as shown in the General Bulletin.
 Instructional Methods:
The method of instruction will consist of lecture notes, online discussion, and comparison
of the standards. This will be an interactive on line course.

Course Requirements: The requirements consist of completion of all discussions, projects,

and class participation.

Attendance: Attendance is your participation on-line.

Grading Procedures: Evaluation will consist of:

Mid-term project 130 points

Final project 150 points

Disclaimer: Information contained in this syllabus was, to the best knowledge of the
instructor, considered correct and complete when distributed
for use at the beginning of the semester. However, this syllabus
should not be considered a contract between Chadron State
College and any student. The instructor reserves the right,
acting within the policies and procedures of CSC, to make
changes in course content or instructional techniques without
notice or obligation.

The detailed schedule is on a separate sheet.

Ethics Education: The Department of Mathematical Sciences teaches the ethical uses of
mathematics. Mathematics and computers, by themselves, have no
values. It is the individual who uses the mathematics and computers
who must determine the values used.

Global Education: Mathematics and computer languages are universal languages.

Mathematics and computers can be used by any culture or any ethnic
group around the world.

Critical Thinking: Mathematics, with its structure and logic, embodies critical thinking.

Knowledge Integration: The applicability of mathematics and computers in various

academic areas leads to integration of the subject with other disciplines.

Schedule for Summer 2015

This schedule is tentative!

Date Topic

7/3 Lesson IA: Introduction, Guiding Principles for School Mathematics

7/5 Lesson IB: Overview of Standards Pre-K--12

7/7 Lesson IC: Standards 1 & 2: Number and Operations and Algebra

7/10 Lesson ID: Standard 3: Geometry

7/12 Lesson IIA: Standards 4 & 5: Measurement & Data Analysis, Stats,
and Prob.

7/14 Lesson IIB: Standards 6 & 7: Problem Solving & Reasoning and Proof

7/17 Mid-Term Project due

Lesson IIC: Standard 8: Communication

7/19 Lesson IID Standards 9 & 10: Connections and Representation

7/19 – 7/28 Work on final project

7/28 Final Project due

If you do not have a copy of the Principle and Standards for School Mathematics, follow
the steps below to access the Standards for 120 days.

1) Go to http://www.nctm.org

2) In the purple bar, click on Standards & Positions

3) Click on Principles and Standards

4) Scroll down and click on the NCTM PrInciples and Standards for School Mathematics,
Full Edition (PDF)

5) The price is $30 or $24 for members of NCTM. The book can also be found on Amazon
for anywhere from $1.63 (used. Top listing on page 6) to $8.00 (third listing on page 3).
It can take until July 19 to receive either of these copies) I would suggest you purchase
the PDF file or borrow an edition from someone at your school.
Mid-Term Project

After reading the Common Core Mathematics Standards, the Principles and Standards for
School Mathematics (PSSM), and your own state mathematics standards, compare the
three documents.

Address one of the five content standards as listed in the PSSM:

Number and Operations
Algebra
Geometry
Measurement
Data Analysis and Probability

Answer the following questions in your paper:

1. How does the content progress through the grades from K – 12?
2. How are these three documents similar/different?
3. How would you incorporate each of the Process Standards from the PSSM at each
level?

Final Project

The eight Standards for Mathematical Practice in the new Common Core State Standards
for Mathematics provide one vision of doing mathematics. While grade-specific content
standards make up the body of CCSSM, it begins with the eight Standards for
Mathematical Practice. These mathematical practices describe what it means to do
mathematics and should therefore permeate mathematics instruction across grade levels
and content areas. Careful integration of the mathematical practices into classroom
instruction is of particular importance because mathematics content is often addressed
and assessed over mathematical practice and process.
Assignment:
After reading the eight Standards for Mathematical Practice:
1. tell which of the NCTM five Process Standards each practice makes a connection
2. give a short reasoning for the connection between the CCSSM practice and the NCTM
Process Standard

3. if you notice a connection between the CCSSM practice and an NCTM content
standard, list
the NCTM content standard to which you see a connection and give a reason for this
connection