MATH 1351Mathematics for Teacher Certification IIChair: Allison Sutton [email protected] 223-0199A full list of committee members can be found atNotes to Instructors2011-2012**Note that we phase in a new edition of the text, so these updated notes for MATH 1351 do not apply until Spring, 2012. Instructors teaching MATH 1351 during the fall, 2011 semester will use the course notes for the 2010-2011 school year.Graphing Calculators: Class sets of TI-73’s, Middle Grades Graphing Calculators are available. Please contact Susan Dudley at NRG, Allison Sutton or Laura Tahamtan at RRC, Yvette Riddick at PIN, or Stephanie Lochbaum at CYP if you would like to use them in your class.Chapter NotesIncomplete Grade PolicyCourse-Specific Support ServicesSuggested Problems and Explorations Bassarear, 5th ed, 20129 MATH 1351Mathematics for Teacher Certification IIChair: Allison Sutton [email protected] 223-0199A full list of committee members can be found athttp://www.austincc.edu/mthdept5/mman11/cdocs/coursecommitteesNotes to Instructors2011-2012**Note that we phase in a new edition of the text, so these updated notes for MATH 1351 do not apply until Spring, 2012. Instructors teaching MATH 1351 during the fall, 2011 semester will use the course notes for the 2010-2011 school year.Text: Mathematics for Elementary School Teachers 5th ed., Tom Bassarear (ISBN-10: 0840054637 ISBN-13: 9780840054630) AND Mathematics for Elementary School Teachers: Explorations 5th ed, Tom Bassarear (ISBN-10: 0840062451 | ISBN-13: 9780840062451) or shrink-wrapped bundle of both (ISBN-10: 1111649634 | ISBN-13: 9781111649630) Additional Materials: Instructors Resource Manual with Solutions Manual (ISBN-10: 1111571589 | ISBN-13:9781111571580) PowerLecture (ISBN-10: 1111571732 | ISBN-13: 9781111571733)This CD-ROM provides the instructor with dynamic media tools for teaching. Create, deliver, and customize tests (both print and online) in minutes with ExamView® Computerized Testing Featuring Algorithmic Equations. Easily build solution sets for homework or exams using Solution Builder's online solutions manual. Microsoft® PowerPoint® lecture slides and figures from the book are also included on this CD-ROM. Instructor Companion Site (requires registration): http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20bI&product_isbn_issn=9780840054630Course Purpose: MATH 1351 is the second semester of a two-semester sequence (1350/1351) designed forprospective elementary and/or middle school teachers. This course extends the foundational ideas of mathematicsso that the prospective teachers (E.C.-8) have an explicit understanding of these concepts. This sequence of coursestransfers to UT-Austin as M316K and M316L and transfers to other four-year institutions. Prerequisite: Math 1350. Students in MATH 1350/51 must have completed College Algebra or its equivalentAND have completed any remediation requirements in Reading and Writing. It is important to check prerequisitesand communicate with students of questionable status before the beginning of the semester, as these courses oftenhave a waiting list.Core Curriculum: In 1999, the Texas Higher Education Coordinating Board instituted a new plan to improve thetransferability of basic courses. Each institution identifies 42-48 hours of "Core" courses that will transfer as ablock. This must include a mathematics course, but MATH 1350/1351 were not allowed, because they areconsidered specialized courses rather than general courses. This should not be a problem for your students,because education majors will take another mathematics course. However, if you have a student in your class whois not an education major, please point this out to them. For more information, seehttp://www.austincc.edu/mthdept2/advising/ .State Guidelines and National Standards: Many organizations are recommending changes in mathematicsinstruction at all levels K-16. The American Mathematical Association of Two-Year College (AMATYC)recommends that students in their first two years of college should engage in substantial problem solving, expandtheir mathematical reasoning, and learn to communicate mathematical ideas, in addition to knowing andunderstanding mathematics content. The National Council of Teachers of Mathematics (NCTM) has recommended9similar changes for the K-12 curriculum. Many elementary teachers are not prepared to teach in a mannerrecommended by NCTM. To assist college instructors in better preparing prospective elementary teacher, the TexasStatewide Systemic Initiative Action Team on Strengthening the Mathematical Preparation of Elementary Teachershas issued some guidelines for courses such as MATH 1350/1351. These guidelines address content, instructionand assessment and are a supplement to the brief notes found in this manual. Committee members listed at the topof this document have copies of these documents.Internet Addresses of References: Here is a list of internet addresses for the organizations and documents referredto in the above section: AMATYC, http://www.amatyc.org ; Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus, http://www.imacc.org/standards/; NCTM, http://www.nctm.org; Principles and Standards for School Mathematics, http://www.nctm.org/standards/ ; Texas State Systemic Initiative, http://www.utdanacenter.org/products/highered.php , from this address you can download the Guidelines for the Mathematics Preparation of Prospective Elementary Teachers. . Information on the Common Core State Standards: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdfCourse Objectives: MATH 1351 should: a) increase students' explicit understanding (a level of understanding which allows one to clearly and accuratelycommunicate mathematical ideas) of some elementary mathematics: including representation and interpretation ofdata; concepts of probability; classifying, creating and analyzing two and three dimensional figures;understanding congruence, transformations, symmetry and tessellations; understanding perimeter, area and volumeof geometric figures; b) increase students' ability to independently increase their own understanding of mathematics (students need to beable to learn math independently and be confident that they