# CRN 23089

## Syllabus for Math 4303

"Teachers primarily learn to teach by recalling their memories of having been taught, about 13,000 hours of instruction during a typical childhood — a problem since their instruction wasn’t very good." (E. Green)

• Time and Place. TR 16:30-17:50 in EDUC 311
• Office Hours. T 15:00-16:00, F 13:00-14:00, or by appointment.
• Textbook. Zalman Usiskin, Anthony L. Peressini, Elena Marchisotto, and Dick Stanley. Mathematics for High School Teachers- An Advanced Perspective. Prentice Hall. Amazon sells the paperback edition for \$80.61 (10/25/2014). The textbook is required at all class meetings, and the parts covered in class are intended to be read in full.
• Course Requirements.
• Quizzes etc.(15%): I will give regular, but unannounced quizzes in class. Quiz problems will be identical to prior homework assignments. There will also be some other assignments (worksheets, writing assignments). Your worst two grades will be dropped.
• Exams (25% total): You will have two in-class exams on the following days: Thursday, March 5 and Tuesday, May 5.
• Class Presentations (25%): Small groups of students will design and conduct all classroom activities for one class session and will be responsible for the content covered in those sessions. Each group will also create homework assignments.
• The groups will meet with me two weeks before their presentation for a trial run so that I will know that you are prepared. This is not optional. If you do not meet with me, you will lose half of your possible points.
• Final Project (20%): There are mathematics problems that require more attention than just one day. Some of these problems are, for example, found at the end of the chapters in the textbook. Student groups will complete one of these problems and present the results in class and in a written report at the end of the semester.
• Class Participation (15%): Mathematics is not a spectator sport. During class I expect you to participate. This is an active class where students often present solutions to their peers. The participation grade will be based both on the quality and frequency of your contributions.
• Grades. Your grade will be based on the percentage of the total points that you earn during the semester. You need at least 90% of the points to earn an A, at least 80% for a B, at least 70% for a C, and at least 60 % for a D.
• UTEP Qualifying Exam for Teacher Certification. All students should have taken the UTEP Qualifying Exam for certification as a secondary Mathematics teacher at least once by the end of the semester. Failure to do so can result in a graduation delay.
• Make-up Exams. Make-up tests will only be given under extraordinary circumstances, and only if you notify the instructor prior to the exam date. There will be no make-up quizzes.
• Time Requirement. I expect that you spend an absolute minimum of six hours a week outside of class on preparing your group activities, reading the textbook, preparing for the next class, reviewing your class notes, and completing homework assignments. Not surprisingly, it has been my experience that there is a strong correlation between class grade and study time.
• Attendance. You are strongly encouraged to attend class every day. I expect you to arrive for class on time and to remain seated until the class is dismissed. Students with five or more absences (excused or unexcused) will be dropped from the course with a grade of "F".
• Drop Policy. The class schedule lists Friday, April 6, as the last day to drop with an automatic "W". The College of Science will remain aligned with the University and not approve any drop requests after that date.
• Students with Disabilities. If you have a disability and need classroom accommodations, please contact The Center for Accommodations and Support Services (CASS) at 747-5148, or by email to cass@utep.edu, or visit their office located in UTEP Union East, Room 106. For additional information, please visit the CASS website at sa.utep.edu/cass.
• Academic Integrity. All students must abide by UTEP's academic integrity policies, see http://sa.utep.edu/osccr/ for details.

## Homework

Open Problems: 2.2.2: 6,7; 3.1.1: 3d,6,8

• 3/26 Read 3.1.1-3.1.2. Problems: 3.1.1: 2abc,3d,6,8
• 3/19 Turn in Worksheet 3
• 2/26 Read 2.2.2. Prepare Problems: 2.2.2: 4,6,7,12 (use $$a=1+i\sqrt{3}$$ instead),13,15
• 2/24 Read 2.2.1, 2.2.2. Problems: 2.2.1: 1bdef,2b,4,6a-c
• 2/17 Read 2.1.4, 2.2.1. Prepare Problems: 2.1.4: 1ac,5cd,8b
• 2/12 Prepare Problems: 2.1.3: 4a-d,5,6,8
• 2/3 (1) Read 2.1.1-2.1.3. (2) Prepare Problems: 2.1.1: 3ab,8,9a,12ab; 2.1.2: 1,6 (3) Turn in Worksheet 1 (written assignment, one copy per group)
• 1/29 Write a critique of this teaching vignette.

## Final Presentation

Teams:

• Diana, Graciela
• Blanca, Jazmin
• Christina, Julianna
• Jacklyn, Josue

## Materials

Mathematica notebooks: Complex Roots | Orbits | Polynomial Roots | 27 and 37 | Decimal Representation

Manouchehri, A. & Lapp, D.A. (2003). Unveiling Student Understanding: The Role of Questioning in Instruction, Mathematics Teacher, 96(8), 562-566.

Isometries of the Complex Plane | Ivan Niven, A simple proof that π is irrational. Bull AMS 53 (1947), 509. | Wu's Principles | ACT and Wu's Principles

## References

Inverse functions?