California State University, San Bernardino

College of Natural Sciences/Math Department

Math 301A Section 02 – Fall 2011
Fundamental Concepts of Math for Educators: Arithmetic and Geometry

Course and Instructor Information

Instructor: Prof. Shawn McMurran Office hours: M & W 2–4 pm
or feel free to make
an appointment 
Office location: Jack Brown Hall 313
Class Days/Time: MWF 10:40 – 11:50
Telephone: 909-537-7249
Classroom: TC 013
Email: smcmurra@csusb.edu
Webpage: http://www.math.csusb.edu/faculty/mcmurran
Moodle: http://www.csusb-odl.com/moodle

Text
Measuring the World: Mathematics for Elementary and Middle School Teachers, by Susan
Addington and David Dennis, Copyright 2003-11

Required Materials
You are required to bring the following materials to each class.
 Good scissors  Compass
 Ruler (w/ centimeters and inches)  Pattern Blocks
 Colored pencils or highlighters  Base-10 Place Value Blocks
 Glue stick  Lined, unlined and graph paper
 Scotch tape  Cheap dollar store calculator
Pattern blocks and Base-10 blocks may be obtained in one of the following ways:
1. Lakeshore Learning, 898 E. Harriman Place, San Bernardino, CA 92408, 909-890-1222
has pattern blocks and place value blocks for students who want their own. You can call
to reserve yours. A set of 250 pattern blocks costs about $19, a magnetic set of 49
costs about $8, and a set of place value blocks runs about $25.
2. Mail order from another company such as lEAI (eaieducation.com); they have a much
bigger selection than Lakeshore, and better prices.
3. Print and cut out paper versions from the blackline masters under Manipulatives on
301ABC Materials.

Course Description
Welcome! The goal of this course is to develop an appreciation of and facility for the
mathematical concepts underlying K-8 mathematics. During the quarter we will work on
Chapters 1 – 3 of the text. Here you will
  Gain expertise reasoning quantitatively (with measurement and units), especially in
ways that are appropriate in grades K-7;
 Gain experience with physical geometry by making and measuring objects;
 Review and fill in any gaps in knowledge in arithmetic, including fractions, decimals, and
negative numbers; and
 Learn and analyze alternative ways of doing arithmetic.
One of our key goals is to learn to communicate mathematics verbally and in writing in order
to become better teachers of mathematics. This course is intended to help you develop
confidence in your own conceptual understanding of mathematics. It also provides you with
the opportunity to work together and to communicate mathematically with your peers.

Your Responsibilities
1. Attend class and contribute to the class discussion or to the discussion at your table, as
appropriate. Take notes as necessary.
2. Read the assigned sections of the book in the week they are covered.
3. Try the homework and weekly project as soon as it they are assigned. Ask questions during
the next class so that you can finish your homework on time.
4. Come to an office hour or arrange to see me if you need additional support.

Prerequisite and Course content

The prerequisite for this course is completion of the Math 115, Ideas of Math (or equivalent)
with a grade of C or better.
This class will provide an advanced (teacher's) perspective on some of the fundamental
themes of elementary and middle-grade mathematics: topics in geometry and algebraic
thinking. However, keep in mind that the level of understanding for a teacher is higher than
that for a student.
The topics are based on the Common Core State Standards for Mathematics, which were
adopted by California in August 2010. They will take effect in 2014.
http://www.corestandards.org/the-standards/mathematics

Student Learning Objectives

Upon successful completion of this course, students will:
1. Have developed conceptual understanding of mathematical topics in arithmetic and
geometry.
 2. Possess knowledge and have an understanding of mathematics that is considerably
deeper than that required for the school mathematics that the students will teach.
3. Understand their role as a teacher of mathematics including the ability to
communicate and explain mathematical ideas with ease and clarity, both verbally and
in writing. This includes the ability to construct viable arguments and critique the
reasoning of others.
4. Make mathematical connections between topics, reason abstractly and quantitatively,
and use appropriate and accurate representations involving numbers, symbols, words,
and pictures.
5. Have developed problem-solving skills, make sense of problems, and persevere in
solving them. This includes the ability to: organize and analyze information, solve
problems readily using multiple solution strategies, construct logical arguments,
interpret results, and examine the reasonableness of an answer.
6. Demonstrate procedural fluency and mastery of basic skill computations and concepts.
7. Exhibit a productive disposition – the habitual inclination to see mathematics as
sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own
efficacy.
These learning outcomes are consistent with the Standards for Mathematical Practice of the
California K-12 Common Core Content Standards for Mathematics. The Standards for
Mathematical Practice describe varieties of expertise that mathematics educators at all levels
should seek to develop in their students. Please see the following links to the California
Department of Education for more details regarding these standards:
http://www.scoe.net/castandards/agenda/2010/math_ccs_recommendations.pdf and
http://www.cde.ca.gov/ci/cc/.

Moodle
The course text and other class documents may be found on the Math 301A Moodle sites. You
should be enrolled into three Moodle areas:
 The text can be found under Math 301ABC Materials.
 Topic outlines and online hw quizzes will be located under the ____________ heading.
 Assignments and other information for your individual section will be located in your
section area: _______________.
 Course Expectations

Basic Skills Exam (as required by the CSUSB Mathematics Department)

You will be required to demonstrate mastery of basic skills by achieving 85% or better on a test
given sometime during the last two weeks of class. If you do not score at least 85% on
this test, you will have a second opportunity to take another basic skills test by making
an appointment with your instructor prior to the final exam. If you do not score at
least 85% on the retake, then you will not pass the class. A list of basic skill
topics/concepts will be distributed in class.

Celebrations of Learning (Quizzes and Exams)

We will have weekly quizzes based on class discussion and assigned homework. Your lowest
quiz score will be dropped. We will also have a two midterm exams and a cumulative final
exam. Calculators will not be allowed on any exam or test unless stated otherwise.

The (tentative) test dates are as follows. I reserve the right to postpone any quiz or midterm
date. The final exam date is set by the university and cannot be changed.
Quizzes Friday of a non-exam weeks
Midterm 1 Friday, 10/21
Midterm 2 Friday, 11/18
Final Exam Friday, 12/9 10-12 am
Tests will have problems that can be solved using methods developed in homework and class
discussions. Solutions will be assessed on both technical elements and professional quality.

If you miss a test you will receive a 0 for that test. Make-up tests WILL NOT be given without
serious and compelling reasons for your absence.

Homework
Homework will be assigned weekly. All tasks will be outlined in the weekly assignment sheet. It
is imperative that you start your homework early so that you will have time to ask questions
during the week before it is due. Homework will usually entail three components:
1. Text problems
2. Project problem: Either a single big question, or sets of related questions and activities.
Often there is something to make: an artwork, a 3-dimensional geometric object, etc.
3. Online homework quiz: These are skill and practice questions. You may try the quiz as
often as you like until the due date. Even if you get all the problems correct or if the
due date has passed, you may retake the quiz (without credit) to get a different
selection of problems for extra practice or to review for exams.
The following rules apply to your written homework:
 The project problem should be separate from the text problems.
 Text problems should be written out in consecutive order. They must be easy to locate.
 Your name, Math 301A and my name should be written on the first page.
 Space your work out so it is easy to read.
 Multiple pages must be stapled and tatty edges need to be trimmed.
 Homework that is illegible, sloppy or difficult to comprehend will not be assessed.
 Late HW will not be accepted for any reason with the following exception: you are allowed
one grace period until the next class period for one assignment. You get only one grace
period – use it wisely!

Extra Help: Remember, it is your responsibility to arrange for extra help if you need it. I love
talking about math and I want you to be successful. I am more than happy to help you improve
your understanding, but it is up to you to make the effort to seek that help! Here are some
suggestions for obtaining help:
 You are encouraged to visit me during office hours or make an appointment.
 Join/form a study group.
 Get help from the Math Peer Tutoring center in JB 391.
 Go to the Learning Center (UH-361).
(For hours and tutoring schedule go to http://dcr.csusb.edu/LearningCenter/ .)

Intellectual Honesty
You are encouraged to discuss assignments with your classmates. However, you are required
to write up your work independently. (Do not give your homework to a classmate to “look” at
because you will share responsibility if your assignment is copied, even if it is copied without
your permission. Copied homework will not be tolerated and identical, or nearly identical,
assignments will share a single homework score.)

Class Participation and Attendance

Your participation is essential in creating a productive classroom environment. Because of the
interactive nature of this course, attendance is mandatory. The discussion and activities
during the class session cannot be replaced by reading someone’s notes. In addition, more
than two absences will result in an overall grade reduction of 2 percentage points per class
missed. Persistent tardiness will count as absences. If missing a class is unavoidable, it is your
responsibility to find out what you missed from another student or from the class Moodle
page and arrange to do the activities on your own.
 Grading Policy
Grading for this course is not competitive, nor is it “curved”. Working cooperatively with your
classmates is encouraged and will more than likely be beneficial to all involved. (See my
philosophy regarding letter grades on the next page.)

Final 30%
Midterm Exams 30%
In-class Quizzes 20%
Homework 20%
Attendance explained above
Total 100%

The 301ABC sequence is graded ABC/NC. This means that the lowest passing grade is a C (not
a C-). Your course grade will be calculated according to the following scale.
A: 93-100% A-: 90-92% B+: 87-89% B: 83-86% B-: 80-82%
C+: 76-79% C: 71-75% NC: 70% and below

REMEMBER: Since this is a 4 unit upper division math class, students who wish to succeed
should expect to average 8-10 hours per week outside of class on reading, practice and
homework. Keeping up with your out-of-class work is essential for your success in this class!

Classroom Protocol
 In the event that class is unexpectedly canceled (e.g., fire, winds), you are still responsible
for the day’s work. It is your responsibility to check your email and Moodle for notifications
concerning the material, reading, and homework for that day.
 Please plan to be on time for class and to stay for the entire class period. It can be
disruptive to the class when students frequently arrive tardy and/or leave early.
If you must be tardy for an unavoidable reason, that’s OK. (However, it is polite to
make a simple apology after class.) If you must leave early for an unavoidable
reason, it is polite to let me know before class starts.
 Please turn of the ringer on your cell phone during class time – this includes “vibrate”.
(This is especially imperative during tests and quizzes since the vibration may interfere with
another student’s concentration.)
 Please put away all electronic devices during class. It is inappropriate (and extremely rude)
to text message, listen to music, and receive or make calls during class.
 University Policies

Support for Students with Disabilities

If you are in need of an accommodation for a disability in order to participate in this class,
please contact Services to Students with Disabilities at UH-183 (909)537-5238.
http://enrollment.csusb.edu/~ssd/

Plagiarism and Cheating

Students are expected to be familiar with the University’s Policy on cheating and
Plagiarism. Please review this policy in the CSUSB Bulletin or at
http://senate.csusb.edu/docs/Policies/(FSD%2096-12.R2)%20Academic%20Dishonesty.pdf.
“Plagiarism and cheating are violations of the Student Discipline Code and may be dealt
with by both the instructor and the Judicial Affairs Officer.” Plagiarism is the act of
presenting the ideas and writing of another as one’s own. Cheating is the act of obtaining
or attempting to obtain credit for academic work through the use of any dishonest,
deceptive, or fraudulent means. Instances of academic dishonesty will not be tolerated.
Cheating on exams or plagiarism will result in a failing grade and sanctions by the
University. For this class, all assignments are to be completed by the individual student
unless otherwise specified.

Dropping and Adding

You are responsible for understanding the policies and procedures about add/drops,
academic renewal, etc., that can be found in the CSUSB Bulletin.
Census date is Wednesday, October 12. Drops after the census date are permitted only for
serious and compelling reasons.
If you miss 2 consecutive classes during the census period and do not contact me, you may
be dropped if other students are waiting to enroll. However, if you wish to drop the course
it is your responsibility to formally withdraw from class prior to the drop date.
 Professor McMurran’s Philosophy Regarding Letter Grades
(paraphrased from What’s an “A”? by Robert Kennedy)

A grade of "A" is earned when the student

 demonstrates consistently high standards of commitment, clarity, and application;
 exhibits creativity, insight, and breadth of comprehension; and
 indicates exceptional mastery of the course's objectives in both knowledge and skills;

A grade of "B" is earned when the student

 indicates solid mastery of the course's objectives in both knowledge and skills;
 demonstrates a facility for analyzing course material; and
 exhibits clarity in expressing that facility, although the student may not demonstrate
the depth and breadth of comprehension that merits the "A" grade, regardless of the
amount of time spent on a specific assignment.

A grade of "C" is earned when the student

 indicates competent mastery of the course's objectives in both knowledge and skills
and
 feels reasonably confident about his/her ability to move on to the next course in a
sequence within a discipline.

For some students, a grade of "C" may represent significant intellectual growth; for others,
only modest growth.

A grade of “NC” is warranted when the student indicates insufficient mastery of the course's
objectives in knowledge and skills. This grade is not intended to discourage the student, but
rather to afford the student an accurate appraisal of his/her performance. A student would not
be well served to receive a "passing" grade only to discover later that he or she lacked the
information and/or skills necessary to proceed to the next level of a discipline.