.

SIMON

MEMORANDUM

To: Senate

From: Senate Committee on

Undergraduate Studies

Subject:

Department of Mathematics

Date:

November 12, 1986

and Statistics - New Course

Action undertaken by the Senate Committee on Undergraduate Studies at its meeting of

October 21, 1986 gives rise to the following motion:

MOTION:

That Senate approve and recommend approval to the Board of Governors

as set forth in S.86- 791, the proposal to combine the following two courses:

MATH 190-3

Principles of Mathematics for Teachers I; and

MATH 191-3

Principles of Mathematics for Teachers II

into one new course

.

MATH 190-4

Principles of Mathematics for Teachers."

0

---

.to. .SCUS

.

Subje.. .19Q4

.

SCti S

31.

From

.Pe.an

FACULTY .

OF..

S.CIEiW ...........................

Date....2l..Oct.obr.j98

.......................

SiMON FRASER UNIVERSITY

MEMORANDUM

The Department of Mathematics and Statistics is proposing the

creation of MATH 190-4 (4-1-0). The course is designed for teachers. The

proposal was tabled at the last Faculty of Science meeting. The

Mathematics and Statistics Department has now changed the vector to 4-1-0

which Dr. Freedman, Dr. Frindt and I have agreed would now likely

be an

acceptable format and would likely be approved by the faculty as a whole.

Hence I send it forward for SCUS consideration at this time

• __________

Glen H.

Geen

•

/wy

Ends.

..

---

SATE CO*IIL

V

PEE ON UNDERGRADUATE STUDIES

Appendix B3.

COURSE

P

RO

MATHEMATICS _STAT1ST)CS

Abbreviation Code; MATH Course Number:

190 Credit

flours: 4

Vector:

41-0

Title of Course:

Principlesof Mathematics for Teachers

Calendar Description of Course;

Mathematical ideas involved in number systems and geometry in the elementary school

curriculum. Whole number, fractionai number, and rational number systems. Plane

Nature of Course

Unchanged

What course (courses), if any, is being dropped from the calendar if this course is

2.

Scheduling

How frequently will the course be offered?

Semester in which the course will first be offered?

Which of your present faculty would be available to make the proposed offering

4.

Budgetaryand Space

Req

What additional resources will be required in the following areas:

Audio Visual.

Space

Equipment

S.

approval

Dates

21 October 1986

Dspartmj

nt chairman

Dean

Chairman, SCUS

SCUS 73-34b'- (When conpl.ting this form, for instructions see Memorandum SCUS 73-34*.

'p.. Calendar Information

---

Math 190 (4-1- q Principles of Mathematics for Teachers.

The calendar entry replacing the entries for Math 190, 191 would

be as follows:

"Math 190-4 Principles of Mathematics for Teachers

Mathematical ideas involved in number systems and geometry in

the elementary school curriculum. Whole number, fractional

number, and rational number systems. Plane geometry, solid

geometry, metric geometry, and motion geometry.

4-1-0

Prerequisite: See Entry Level Requirements. Those students who

are currently taking or have received credit for MATH 151 or 154

or 157 (or 150) may not take this course for further credit.

This course may not be counted toward Mathematics Minor, Major

or Honors degree requirements.

Candidates for degrees in the Faculty of Science may not use.

.

this course along with any of MATH 151, 154, 157 for the

satisfaction of degree requirements.

Rationale: Math 190 is mostly taken. by students from the

Faculty of Education. Revisions to the B.C. mathematics

curriculum thus necessitate revisions of Math 190 such as

inclusion of geometry from Math 191. The prerequisite for Math

190 stays exactly as is (essentially Algebra 11); to keep the

course number the same is appropriate (compare old course

outlines with new course outline) and convenient (making

redundant statements about duplication of courses).

fl

---

-

Hours

1

Sets whole numbers and counting nurnber.

2.

1

Addition of whole numbers

22

1

Multiplication of whole numbers

2.3

1

Hand calculators and flow charts

3. 1

1

Subtraction of whole numbers

3.2

1

Division of

whole numbers S

4. 1

1

Expi:tnents

4.2

2.0

Factorization and primes

5.1

1

.

Fractional numbers

5.2

.

1

Equivalence of fractions

5.3

1.5

Simplest form and greatest common factors

5.4

1

Addition and subtraction of fractional numbers

5.5

1

Least •:orm

' : ' n denominators & least common multiples

5.6

.0.5

Multiplication an

.

d division of fractional numbers

6.1

1

Decimal

fractions - addition & subtraction

6.2

1

Multiplication and division of. decimals

6.3

1

Repeating decimals

6.4

.2.0

Percent

.

6.5

2.0

. Applications of percents

7.1

1

•.

Addition of integers and rationals

7.2

1

. .

Subtraction of integers and rationals

7.3

1 .

Multiplication and division o

,

f integers & rationals

74

1 . .

Negative exponents and scientific notation

9

.

. 1

2.0 .

Points,

lines and planes

9.2

.

1

Length and the metric system

9.3

.1

Separation

9.4

1

Angles and angle measurement

1

Simple closed curves and polygons

10.1

.

1.5

. Areas

10.2

1

,. Polyhedrons and surface areas

10.3

1

Volume

. .

.

10.4

0.5

.

Circles,

cylinders, cones and spheres

11.1

1

Flips

.

. .

11.2

1

.

.

Slides

11.3

1

Turns .

.

11.4

1

More on angles

.

12.1

2.0

Congruence of triangles

13.1

1

..

.

Functions

.

. .

13.2

1

. Graphs

14.1

1

Probability

.

14.2

1

Statistics-

Prere

q

uisite: B.C. High School Algebra 11 (or equivalent). Students lacking

this background may take.the non-credit Basic Math Course offered through

Continuing Studies, A06050. Students with a grade of P. in B.C. High School

Algebra 11 should take the Math Assessment Test. Those students who are

currently taking or have received credit for MATH 151-3 or MATH 154-3 or MATH

157-3 (MATH 150-3) may not take this course for further credi

1 t. This course

may not be counted towards Mathematics Minor, Major

or Honors degree

requirements. Candidates for- degrees in the Faculty of Science may not use

course for the satisfaction of

published by C.B.S. College Publishers

S

S

S

•

---

MEMORANDUM

r

e

Harvey

Ha

Gerber

Tom

O'Shea

T.

............. ..............................

From.......................................................

Dept of Mathematics

C. Staisti

s

.........................................................

Subjeä ............

.....e .

.

d

Ma 10A91

9

....

.

Date

.........

.

86-01-2.

........

We have examined your proposed revisions to the mathematics

courses thatare intended to prepare elementary. teachers to teach

mathematics.

The changes are entirely in line with the requirements

of the revised British Columbia mathematics curriculum which will be

implemented in 1986 and phased in over a 3-year period. We are

pleased to see the amalgamation of Math

190

and Math 191 Into a

•

4-credit course. This combination should

provide

a so 'un

'

d basis

for topics new to the school curriculum, such as transformational

geometry, probability and statistics, and-increasing emphasis on

the ise of calculators.

We look forward to the Introduction of this course as soon

as is practicable.

•

•

.

Sincerely

Tom O'Shea

• .

•

•

Faculty of Education

---

SIMON FRQSER UNIVERSITY

DEPARTMENT OF MATHEMATICS AND STATISTICS

MEMORANDUM

TO: Glen Seen

: FROM: A.R. Freedman, Chriin.

Dean of Science

:

Math. & Stats.

SUB:

MATH 190 - 4

:

DATE: Oct.

9,

1986

I have attached a rationale from Dr. H. Gerber for the

new course Math 190-4 with the vector (4,1,1). It is true

that we would not expect the full funding for TAs which this

•

vector implies according to the "formula" which is used

sometimes by your office. On the other hand, we are

•

expecting the sarie enrolment numbers for the new 190 as we

had for the old one. Thus the vector (4,1,0) would imply,

by the formula, the same number of TAs as before for MATH.

190 alone.. But MATH 191 (which had TA fuhding) is being

dropped and absorbed into the new course MATH 190-4 which

will have one more lecture than before. This will

necessitate the students receiving more assistance than was

required for the old 19

.

0 and we wish them to spend some of

•

the time in the workshop as well as attend a tutorial. This

suggests that MATH 190-4 deserves at least a little

additional TA support.

With the above observations in mind, the department is

willin g

to accept the (4,1,0) vector for the coming year in

the hope that the vector and TA allocation mess can be

straightened out by the following year. Since this course

(i.e. MATH 190-4 (4

1

1,0) ) passed the Faculty of Science

UGCC, I hope you can expedite it to Senate without the

inconvenience of another faculty meeting.

A

-

R.reedman

S

• p

•

.,

---

•

S I H 0 H F R Q S E P U N I V E P S I T Y

DEPARTMENT OF MATHEMATICS AND STATISTICS

MEMORANDUM

TO: Dr. G.H. Geen

: FROM: H. Gerber

Dean of Science

:

Math. & Stats.

SUB: MATH

190

:

DATE: 8 October 1986

Dr. Allen Freedriañ thought that you might be

interested in why we want tochange Math 190-3,

of Mathematics for Elementary School Teachers I

frorui a 3

• credit course

to a 4 credit course, and thereby remove from

•

the calendar offering Math 191-3

Princi p

les of Mathematics

for Elementar y

School Teachers 11.

Before enumeratin g

these

reasons, I should state that the suggestion we change the

present Math 190-3 course came from the Faculty of

•

Education, in particular from Dr. Toni O'Shea. The

curriculum of the proposed Math 190-4 course was formulated

with the help of Prof. O'Shea.

The reasons for changing the current 3 credit

course to a 4 credit course are as follows:

1)

Because of the proposed changes to the elementary

school curriculum, the material on geometry which is in Math

191-3 should be available to all of prospective elementary

school teachers. Since Math 191-3 is not required by the

Education Faculty, that material should appear in Math 190-

3.

2)

Some of the material onthe arithmetic algorithms

which we propose to remove from Math 190-3 to make room for

goeriietry, statistics, and probability, is currently taught

in one of the Faculty of Education's methods courses.

Moreover, this same material is being downgraded in the

proposed changes to the elementary school curriculum.

• 3) The changin

g

from a 3 credit to a 4 credit course

will cause the Faculty of Education no difficulty

since most

of their offerings

are

4 credit courses.

4) You will observe that with the proposed change the

Mathematics and Statistics Department will

be teaching 190-4

Cl

---

three times a year, for a total of 12 hours. At present we

teach Math 190-3 three times a year and Math 191-3 once a

year, for a total.

again

of 12 hours. In short, there will

be no increase in our Department's load with the proposed

change.

The reasons for wanting to use the vector (4-1-1)

are also simple to state:

1)

The use of both a tutorial and the workshop was

tried by Dr. Bernice Kastner one semester and was found to

be vastly superior

,

to the use of only the workshop.

2)

The students in Math 190-3 currently spend, on the

average, 4-6 hours a week working in the workshop. The

workshop mainly serves only one aspect of the course - to

try to find and describe mathematical patterns. The

homework problems assigned take hours of work. The students

use the workshop primarily to solve these problems. The

other aspect of the course, to explain why the processes of

elementary mathematics work, is best handled in a tutorial

setting.

3)

Finally, with the addition of an extra hour of

class the workload becomes extremely difficult to handle

without the extra help that the tutorial would provide.

If you want to see a more detailed description of

the changes, I will be pleased to submit it.

H... Gerber

HG/bc 1