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PALOMAR COLLEGE
 COURSE OUTLINE FOR CREDIT COURSE
 
  • Courses numbered 1 - 49 are remedial or college preparatory courses which do not apply toward an A. A. Degree and are not intended for transfer.
  • Courses numbered 50-99 apply toward an AA Degree, but are not intended for transfer.
  • Courses numbered 100 and higher apply toward an AA Degree and/or are intended for transfer to a four-year college or university.
 
Course Number and Title: MATH 105L Concepts of Elementary Mathematics I Laboratory
 

Unit Value: 1  

Lecture Hours Per Week:  

Lab Hours Per Week:  

Lecture/Lab Hours Per Week: 2  

 

Grading Basis: Grade/Pass/No Pass
 
Basic Skills Requirements: Appropriate Language and/or Computational Skills.
 
Requisite(s)
To satisfy a prerequisite, the student must have earned a letter grade of A, B, C or P(Pass) in the prerequisite course, unless otherwise stated.
Prerequisite:
None
Corequisite:
None
Prerequisite: Completion of, or concurrent enrollment in
MATH 105
Recommended Preparation:
None
Limitation on Enrollment:
None
Catalog Description:
This is a lab to accompany Math 105. The course focuses on children's mathematical thinking regarding topics in the Math 105 curriculum including, but not limited to, place value, arithmetic operations with whole numbers, fractions, and problem-solving strategies. Students view and analyze videoclips of children being interviewed regarding their mathematical thinking, and students also interview children at the first and fourth/fifth grade levels, evaluating the strategies used and analyzing & reflecting upon the mathematical thinking involved. Recommended for prospective elementary and middle school teachers.
 
Specific Course Objectives:
Upon successful completion of the course the student will be able to:
  1. Develop, conduct, evaluate, and reflect upon interview experiences focusing on children's mathematical thinking.
  2. Evaluate different strategies children use to solve mathematical problems.
  3. Develop an awareness of the significance of multiple representations and the connections among them in children's understanding of mathematics.
 
Methods of Instruction:
Methods of Instruction may include, but are not limited to, the following:
  1. Lecture/Lab
  2. Guest Speakers
  3. Videos/Film
 
Content in Terms of Specific Body of Knowledge:
  1. Review of children's conceptions of mathematics from Math 105:
    1. Conceptions of place value;
    2. Conceptions of addition, subtraction, multiplication, and division of whole numbers;
    3. Conceptions/multiple meanings for rational numbers.
  2. Interview development:
    1. Methods/procedures for conducting an interview session;
    2. Question development.
  3. On-site interviews:
    1. Interview of a primary grade child to evaluate his/her understanding of place value;
    2. Two interviews of a (recommended) 4th or 5th grade child (same child at different times during the semester) to determine his/her understanding of fractions;
    3. (Recommended) Interview of the interviewee's teacher to determine the methods of instruction used in the interviewee's classroom.
  4. Analysis of interviews:
    1. Interview write-up: transcription; reflection; discussion;
    2. Evaluation of strategies used and errors made by interviewee.
  5. Classroom case studies:
    1. Evaluation of videos of IMAP (Integrating Mathematics and Pedagogy) interviews;
    2. Analysis of children's mathematical thinking - strategies used ('invented' algorithms) and errors made;
    3. Multiple representations (and the connections among them) in the context of children's understanding of mathematics.
Textbooks/Resources:
May Include Textbooks, Manuals, Periodicals, Software, and Other Resources
  1. Philip, Randy & Candace P. Cabral. IMAP: Integrating Mathematics and Pedagogy to Illustrate Children's Reasoning (CD). 2nd ed. New York: SDSU Foundation/Prentice Hall, 2005.ISBN: 0131198548
  2. Hiebert, James et al. Making Sense: Teaching and Learning Mathematics with Understanding. 1st ed. Portsmouth: Heinemann, 1997.ISBN: 0435071327
  3. Various articles selected by the instructor.
  4. Classroom with a computer connected to a television monitor or projection system.
Required Reading:
Reading assignments from the assigned texts are required. Additional required reading assignments may include, but are not limited to, the following:

1. Articles from current journals;
2. NCTM Standards;
3. Content Standards for California Public Schools.
 
Suggested Reading:
 
Critical Thinking:
?
 
Required Writing:
1. Students will be writing 1 to 2 page evaluations of IMAP videos of children solving mathematical problems.

2. Students will be transcribing and writing about their three 'real' interview experiences of children solving mathematical problems.
 
Outside Assignments:
Students are expected to spend a minimum of three hours per unit per week in class and on outside assignments, prorated for short-term classes.

Outside assignments may include, but are not limited to, the following:

1. Interviewing a primary-grade child to evaluate his/her understanding of place value, addition, and subtraction.
2. Interviewing a (recommended) 4th or 5th grade student to evaluate his/her understanding of fractions.
 
Methods of Assessment:
Methods of Assessment may include, but are not limited to, the following:
  • Class Work
  • Exams/Tests
  • Field Trips
  • Group Projects
  • Homework
  • Lab Activities
  • Projects
 
Open Entry/Open Exit:
No, course is not offered as open entry/open exit.
 
Is Course Repeatable for Reason(s) Other Than Deficient Grade? No
 
Contact Person: Robert N Jones