Course Specification

Name of the University Asia-Pacific International UniversityFaculty Faculty of Education and Psychology department

Section 1 Course Identification and General Information

1 Course Code and Name EDUC 354 Mathematics for the Elementary School2 Number of Credits 3 (2-0-4)3 Curriculum and Category of the Course Bachelor of Arts Major in Psychology & Education.4 Responsible Teacher Shibi Alwyn Chacko

E- : edusec@apiu.com: 1152,: 0853303782 Office: IT 303 A

5 Semester / Student Classification First Semester 2014 -2015

6 Pre-requisite None.7 Co-requisite None.8 Place IT 307 Asia-Pacific International University9 Date of Course Development or Revision September 22, 2014

Section 2 Aims and Objectives

1 Course AimsBy the end of the course the student will be expected to:

Perform Operations in Arithmetic, Add, Subtract, Multiply and Divide word problems. Convert measures and calculate the measures of Central Tendency of data distributions. Mastered the methods to identify and calculate the Perimeter and Area of various geometrical figure. Evaluate Rational Numbers, Equivalent Fractions, Percents, Decimal numbers and perform operations on

them. Apply the various geometrical theorems to evaluate the various unknowns expected. Identify the application of various properties pertaining to the Addition, Subtraction, Multiplication and

Division of fractions, mixed numbers and decimal numbers. Perform the various transformation operations such as rotation, reflection and translation. Solve numerical with the application of the Laws of Exponents. Construct, evaluate and analysis problems relating to geometric shapes and dimensions, such as Triangles,

Quadrilaterals, Circles, and other Polygons. Solve problems relating to direct and inverse variations. Know the Basic foundations of Polynomials.

CONTRIBUTIONS TO THE GOALS OF THE INSTITUTION: Mathematics for the Elementary School serves as the foundation to help students be prepared to handle all Elementary level math teaching expectations. It also develops critical and logical thinking skills essential to give a balance in ones teaching efforts at the elementary level of education.

CONTRIBUTION TO THE AIMS OF THE PROGRAM OF STUDY: This course is designed to help students develop stronger Mathematic foundations so that they are able to effectively apply the Mathematics teaching methods in the class room.

2 Objective of the Development of the Course

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To be consistent with the TQF curriculum of the Commission of Higher Education.

Section 3 Course Composition

1 Course DescriptionThis subject introduces the student to mathematical concepts found in primary education curricula and

ensures mastery of the principles and practice of these concepts with the goal of being able to teach these concepts in the primary education classroom.

2 Number of hours

Lecture

45 hrs

Additional Lecture

None

Field Work, Practicum, Laboratory

None

Self Study

90 hrs

Number of Advising Hours per Week 2 hours

Section 4 Student Learning Outcomes4.1 Ethical and Moral Standards

4.1.1 Moral and Ethical Aspect Outcomes(1) Demonstrate virtue and ethics personally, academically and professionally by

understanding others, understanding the world, being aware of public issues and having public consciousness, understand service and sacrifice, and serve as a role model to others.

(2) Demonstrate the ability to manage and solve problems in an ethical and virtuous manner by adhering to professional ethics of teachers and considering professional and community values, attitudes and acting for the benefit of the public.

4.1.2 Teaching Strategy(1) Using dialectical analysis (questioning, discussing, analyzing, evaluating, synthesizing)

regarding morality and ethics in society and academically, including critical thinking about professional morality and ethics

(2) Interactive learning by doing(3) Student participation in professional activities annually and throughout the curriculum

4.1.3 Evaluation Methods(1) Assess and evaluate by using dialectical methods (questioning, dialogue and discussion to

analyze and synthesize ideas and concepts)(2) Peer evaluation(3) Assess and evaluate students participating in professional teaching activities annually and

throughout the curriculum (professional experience, methods classes, professional development activities like colloquia, mentoring)

4.2 Knowledge Aspect4.2.1 Knowledge Learning Outcomes

(1) Acquire knowledge and understanding of principles and theories in education and educational psychology and develop expertise in the subjects that will be taught

(2) Demonstrate awareness of principles and theories regarding knowledge which involves interdisciplinary and real-world integration and application of this knowledge

(3) Demonstrate the understanding that knowledge advancement and research is necessary to be an effective professional

(4) Demonstrate the ability to analyze, synthesize and evaluate knowledge and apply it effectively to teaching

4.2.2 Teaching Strategies(1) Emphasize theory and application in actual situations(2) Emphasize participative learning by using collaborative and cooperative methodology(3) Use problems and case studies in a dialectical manner (questioning, discussing, analyzing,

evaluating, synthesizing)(4) Participation in professional teaching activities annually and throughout the curriculum

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4.2.3 Evaluation Methods(1) Assess and evaluate knowledge by means of student reports and assignments(2) Assess and evaluate students’ knowledge by using dialectical methods (questioning,

discussing, analyzing, evaluating, synthesizing)(3) Assess and evaluate students’ knowledge based on their participation in professional

activities annually and throughout the curriculum

4.3 Cognitive Skills4.3.1 Cognitive Skills/Intellectual Aspect Learning Outcomes(1) Demonstrate the ability to find facts and information, understand and evaluate

information resources, by using many resources in order to work, find solutions to problems and do research in order to develop professionally and organize knowledge for themselves

(2) Demonstrate abilities to solve complicated problems creatively and present the solution by considering theoretical knowledge, experience from the professional experience practicum and the consequences/effects of the decisions made

(3) Demonstrate intellectual leadership by developing creative work and being innovative in the science of applying knowledge appropriately in the course of professional duties

4.3.2 Teaching Strategies(1) Dialectical analysis of academic, professional and social problems by using problem-

based methods(2) Research-based learning in order to develop new knowledge with a broader vision(3) Research and development and vision-based learning (goal-oriented learning)(4) Participation in professional activities annually and throughout the curriculum

4.3.3 Evaluation Method(1) Use dialectical methods (questioning, discussing, analyzing, evaluating, synthesizing) to

assess and evaluate critical issues in academia, professionally and in society(2) Assess and evaluate new knowledge gained from research(3) Assess and evaluated innovation and research relating to profession(4) Assess and evaluate students’ based on their participation in professional activities

annually and throughout the curriculum

4.4 Interpersonal Skills and Shouldering of Responsibility4.4.1 Interpersonal Skills and Shouldering Responsibility Learning Outcomes(1) Demonstrate sensitivity and empathy with regards to other people’s feelings, think

positively, mental and social maturity(2) Demonstrate ability to help people and solve problems creatively within a group and

between groups(3) Demonstrate leadership skills and also to be a good follower by establishing good

relationships with the learners and being economically and socially responsible in the community and caring for the environment

4.4.2 Teaching Strategies(1) Emphasize interaction between student and student, student and teacher, and student

and service recipient(2) Organize group activities to foster the roles of leader and follower(3) Shared leadership in presenting academic work(4) Reflective thinking and listening(5) Participation in professional activities annually and throughout the curriculum

4.4.3 Evaluation Methods(1) Assess and evaluate students’ interpersonal skills and sense of responsibility by using

cooperative learning methods(2) Assess and evaluate how students study or solve problems together(3) Assess and evaluate students’ presentations after group work and taking leadership roles

in group discussions(4) Assess and evaluate students’ participation in professional activities annually and

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throughout the curriculum

4.5 Quantitative Analytical, Communication, and Technology Skills4.5.1 Quantitative, Qualitative, Analytical, Communication, and IT Skill Learning Outcomes

(1) Demonstrate ability to analyze information in mathematics or statistics, spoken and written language quickly and effectively and with understanding

(2) Demonstrate ability to use discretion in evaluating, interpreting and selecting information by using information technology regularly and consistently

(3) Demonstrate the ability to communicate effectively in both spoken and written language and in an appropriate form to different groups of people

4.5.2 Teaching Strategies(1) Analyzing and presenting information about important educational and psychological

issues from the news media, including printed media(2) Searching for and presenting important issues regarding education and psychology by

using information technology(3) Participation in professional activities annually and throughout the curriculum

4.5.3 Evaluation Methods(1) Assess and evaluate students’ ability to analyze, communicate and present information

about important issues in education and psychology(2) Assess and evaluate students’ ability to search for, analyze and present important information

about education and psychology using information technology(3) Assess and evaluate students’ participation in professional activities annually and throughout

the curriculum

4.6 Knowledge Management Skills 4.6.1 Knowledge Management Skills Learning Outcomes(1) Demonstrate expertise in many forms of creative learning management, including formal,

non-formal and informal methods(2) Demonstrate expertise in innovative knowledge management for students with different

learning needs, such as those with special abilities, average abilities and special needs(3) Demonstrate expertise with regard to and application of knowledge management of the

major subject with real-life situations and to other subject areas 4.6.2 Teaching Strategies

(1) Practice teaching (micro-teaching/peer-teaching) before students teach in an actual classroom

(2) Full-time field-based learning through experience (professional experience)(3) Participation in professional activities annually and throughout the curriculum

4.6.3 Evaluation Methods(1) Assess and evaluate students’ knowledge management skills during methods classes in

the form of lesson planning and micro-teaching in front of peers before actually teaching students/learners in a school

(2) Assess and evaluate students’ knowledge management skills during full-time field-based professional experience

(3) Assess and evaluate students’ knowledge management skills during their participation in professional activities annually and throughout the curriculum

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Section 5 Teaching Plan and Evaluation

Day Date Topic Page No.

Due Dates

1

Nov 24

Introduction & Course outlinePart One: Foundations for AlgebraLesson 1 Variables and ExpressionsLesson 2 Order of Operations and evaluating expressions

410

Lesson 3 Real Numbers and the Number LineLesson 4 Properties of Real NumbersLesson 5 Adding and Subtracting Real Numbers

162330

Lesson 6 Multiplying and Dividing Real NumbersLesson 7 The Distributive Property

3846

Lesson 8 An Introduction to EquationsLesson 9 Patterns, Equations and Graphs

5361

Part Two: MeasurementLesson 6 Converting MeasuresLesson 52 Using Unit Multipliers to convert MeasuresLesson 96 Geometric Measures with Radicals

36354640

Part Three: Numbers and Operations and Algebra Lesson 22 Multiplying and Dividing Fractions Lesson 23 Multiplying and Dividing Mixed Number

146153

2Nov 25

Lesson 24 Adding and Subtracting Decimal NumbersLesson 25 Multiplying and Dividing Decimal NumbersLesson 27 Laws of Exponents

159163176

Lesson 28 Scientific Notation for Large NumbersLesson 29 RatioLesson 30 Repeating Decimals

181186192

Lesson 33 Subtracting IntegersLesson 34 Proportions and Ratio word Problems

218223

Lesson 41 FunctionsLesson 45 Ratio Problems involving TotalsLesson 46 Graphing Functions

277308319

Lesson 49 Solving Rate Problems with Proportions and Equations.

Lesson 50 Solving Multi-Step EquationsLesson 51 Negative Exponents and Scientific notation for

small numbers

326

330336346

3

Lesson 61 SequencesLesson 62 Graphing Solutions to Inequalities on a Number

Line.Lesson 63 Rational Numbers, Non-Terminating Decimals,

and Percents.

415422

429

Nov 26

Part Four: Commercial MathematicsLesson 11 PercentsLesson 48 Percent of a WholeLesson 69 Direct Variation

72 326 463

5

Lesson 70 Solving Direct Variation Problems 470Lesson 99 Inverse Variation 658

Part Five: GeometryLesson 18 Lines and AnglesLesson 19 PolygonsLesson 20 Triangles

114120126

Investigation 2 Pythagorean Theorem 132

Lesson 37 Areas of Combined Polygons 245

Lesson 39 Circumference of a Circle.Lesson 40 Area of a Circle

257264

4

Nov 27

Investigation 4 Drawing Geometric SolidsLesson 42 VolumeLesson 43 Surface Area of a Box

271287294

Lesson 54 Angle RelationshipsLesson 60 Area of a Parallelogram

367375

Lesson 65 Applications Using Similar TrianglesLesson 66 Special Right Triangles

440446

Lesson 75 Area of a TrapezoidLesson 76 Volumes of Prisms and Cylinders

502507

Lesson 81 Central Angles and ArcsLesson 85 Surface Area of Cylinders and PrismsLesson 86 Volume of Pyramids and Cones

545568574

Lesson 91 Effect of Scaling on Perimeter, Area, and VolumeLesson 92 Areas of Rectangles and Various Dimensions

610617

Part Seven: Polynomials and FactoringAdding and Subtracting PolynomialsMultiplying and FactoringMultiplying BinomialsFactoring

474480486500

5 Final Exam

1 Evaluation PlanNo. Student Learning

OutcomesEvaluation Method Evaluation

ScheduleProportion

1 1.3, 1.6, 1.7,2.1, 2.2, 2.7,3.1, 3.3,4.1, 4.4, 5.3, 5.4

Quizzes Every day 25%

3 1.3, 1.6, 1.7,2.2, 2.7, 3.1, 3.2, 3.4,4.4, 5.3

Final examClass WorkHome Work Assignments

Nov 28Nov 24-27Nov 24-27

30%20%25%

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Section 6 Teaching and Learning Resources

1 Text BookSAXON MATH Course 3, 1/e, by Stephen Hake, 2012,Houghton Mifflin Harcourt Publishing Company. ISBN: 978-1-591-41884-9

2 Important Information and BookStephen Hake has authored five books in the SAXON MATH series. He writes from 17 years of Classroom

experience as a teacher in grades 5 through 12. The books approach lets you see the beauty and structure within math itself.

2 Recommended Information and BookInformation may be given during the course of the semester.

Section 7 Course Evaluation and Improvement

1 Student EvaluationGroup discussions between teacher and studentsReflection from the students’ behavior and participation in class and laboratory sessionsCourse and Teacher Evaluation Survey

2 Teaching EvaluationExamination resultEvaluation from the examination committeeEvaluation from Faculty DeanEvaluation from student evaluation forms every semester

3 Teaching ImprovementResearch within and outside the class roomRecommendations from Course and Teacher Evaluation SurveyStudent evaluation forms

4 Course examination verification processExamination review by Faculty committeeMarking verification from other teachers in different institutionsConsultation with external course providers

5 Course Effectiveness revision and improvement planYearly course improvement based on learning and recommendationsRecommendations from employers, academic institutions and advances in subject area

Section 8: Professional Standards for Teachers

3. Learning management

Essence of knowledge

1) Learning and teaching theories.

2) Learning models and instructional model development.

3) Design management of learning experiences.

4) Integration of contents for learning groups.

5) Integration for group learning.

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6) Techniques and know – how in learning management.

7) Media implementation and production and innovative development for

learning.

8) Learner – oriented learning management.

9) Learning evaluation.

Competencies

1) Able to compile courses to formulate a learning plan for each term and the

entire semester

2) Able to design a learning model appropriate to the learners’ age

3) Able to select, develop, and produce media and instrument that promote

learning.

4) Able to organize activities that promote learning and classify the learners’

levels based on evaluation.

Standards of Performance

Standard I Regularly practice academic activities relating to

development of the teaching profession

Practicing academic activities relating to development of the teaching

profession means studying and searching for self – development, disseminating

academic works and participating in academic activities arranged by organizations

or agencies or associations, such as, meetings, training, seminars, workshops,

provided that the works or reports must be apparent.

Standard 2 Make decisions to practice various activities taking into

account consequences on learners

Making decisions on practice of various activities taking into account

consequences on learners means making wise selection with love and good

intention for learners. Thus, teachers shall mainly take the interest on learners into

consideration when choosing instructional and other activities.

Standard 3 Be committed to developing learners to reach their full

potentiality

Commitment to developing learners means exercising efforts to teachers’ full

capability to ensure that learners would learn as much as possible based on their

aptitude, interest, requirement, with an analysis and consideration of learners’

problems, actual desires, adjust the teaching methods to ensure an improved

result, as well as promote the systematic development of various aspects of

learners in accordance with their respective potentiality.

Standard 4 Develop teaching plans for effective implementation

Developing teaching plans for effective implementation means selecting,

improving or creating teaching plans, teaching records or preparing for other types

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of teaching that can be applied in instructional activities to ensure that learners

achieve the learning objectives.

Standard 5 Regularly develop instructional media to be effective

Developing instructional media to be effective means inventing, producing,

selecting, improving various tools and instruments, printed document and

techniques to ensure that learners achieve the learning objectives.

Standard 6 Organize instructional activities focusing on permanent

result for learners

Organizing instructional activities focusing on permanent results means

organizing instruction by emphasizing the achievement of knowledge acquirement

to learners based on individual distinguish using actual practices and ability to

gather knowledge acquired themselves which result in goodwill and permanent

habits.

Standard 7 Systematically report on results of learners’ quality

development

Systematically reporting on results of learners’ quality development means

reporting on results of learners’ development derived from instructional practices,,

covering causes, factors and related operations, with detailed practice report by

teachers, as follows:

1) Problems concerning learners’ requirements for development and objectives

of learners’ development

2) Instructional techniques, methods or innovation used for developing

learners’ quality and procedure for use of such techniques, methods or

innovation.

3) Results of instructional activities to learners based on specified methods.

4) Suggestions on new direction for improvement and development of learners’

capability to become more effective.

Standard 8 Conduct themselves as a good role model for learners

Conducting themselves as a good role model means always expressing,

conducting and behaving in teams of general personality, dressing, gesture, speech

and morality as appropriate to the teacher status, thereby resulting in learners’

aspect, trust as well as following good example.

Standard 9 Constructively cooperate with others in educational

institution

Constructively cooperating with others in educational institution means

realizing the importance of listening to others’ opinions, recognizing knowledge

and ability of others, fully cooperating in colleagues’ activities, so as to achieve the

objective s of the educational institution and share the consequences of such

actions.

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Standard 10 Constructively cooperate with others in community

Constructively cooperating with others in community means realizing the

importance of listening to other people’s opinion, recognizing knowledge and

ability of others in the community, and cooperating in the development of the

educational institution’s works, in order that the educational institution and the

community recognize the role of one another and willingly cooperate with each

other.

Standard 11 Seek and use information for development

Seeking and using information for development means searching, observing,

memorizing and collecting information from social events in all aspects, especially

such information regarding the teaching profession, so as to be able to analyze and

criticize reasonably, and appropriately use such data in support of the problem

solving, self – development, work improvement and social development.

Standard 12 Create opportunities for learners to learn under all

circumstances

Creating opportunities for learners to learn means creating learning

activities by raising problems or need of development, which occur during the

learning activities, in order to lead to learners’ permanent development and serve

as another guidance for teachers to turn crisis into opportunity for development. In

this regard, teachers need to view all angles of problems and direct such problems

towards development. Teachers, therefore, need to have positive attitude towards

various circumstances and dare to encounter problems with concentration on

problem solving, without responding to problems with emotions or from a

straightforward angle. Teacher must be able to twist the viewing angles under any

circumstances and see an effective approach to progress for learners.

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APPENDIX

A. Assessment Calculation- There will be attendance taken over the course of the semester. In addition, participation, uniform

and attitude and in the lessons will count towards your grade.- There will be 1 quiz for each class.

The distribution of points to calculate your grade is given in the table below.

Attendance/Participation 10CW 20HW 20Quizzes 20

70%Final Exam 30

30%Total 100%

B. Field Trips: Not relevant C. Late Work: Assignments are due as indicated. Assignments, class or laboratory work handed in late will

lose a minimum of 10% of the credit.

D. Academic Dishonestya. Inappropriate conduct includes but is not limited to the following:

i. Getting information (verbal or written) from another student when original answers are required. Intentional facilitation of this is also discouraged.

ii. Use of notes, texts, or electronic resources during quizzes, tests or exams. iii. Unauthorized collaborationiv. Plagiarism or failure to cite sourcesv. Fabricating experimental data or reporting false results, rather than what was actually

observed.vi. Submitting copies of work completed by previous students as students own work.

b. The discovery of these or other dishonest practices will generally result in disciplinary action, ranging from receiving a zero grade on the work to requiring that the student drop the class. Successive offences will care a more severe penalty.

E. Dress code: Students are expected to wear the college uniform as normally practiced in Thailand. For some laboratory field trips, casual clothing may be permitted.

F. If you have a disability that may require assistance or reasonable accommodations, or you have questions related to any accommodations for testing, note taking, etc., please speak with your professor as soon as possible.

Grading Scale:Grade Percentage GPA DefinitionA 80 – 100 4.00 ExcellentB+ 75 – 79 3.50 Very GoodB 70 – 74 3.00 GoodC+ 65 – 69 2.50 Fairly GoodC 60 – 64 2.00 FairD+ 55 – 59 1.50 PoorD 50 – 54 1.00 Very PoorF 0 – 49 0.00 Fail

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Minimum Passing Grade for General Education Courses: D+

Minimum Passing Grade for Major required and Major Emphasis Courses is: C

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