National University

Course:	MTH209A - Structure and Concepts of Math Fundamentals I
Last revised:	Date: June 14, 2007    By: Dr. Igor Y. Subbotin
Textbook:	For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Course Prerequisite(s): Placement evaluation.
Course Description: A study of the real number system and its subsystems, ancient and modern numeration systems, problem-solving and simple number theory. Includes teaching materials and discussion of today's professional organizations. This is a content course, not a methods course.
Learning Outcomes: The "California Mathematics Framework" represents California's efforts to provide model guidelines for curriculum. Students are often surprised that curriculum for K-3 includes "(students should be able to) determine a location by using ordered pairs of numbers on a rectangular grid" and "create and interpret concrete, pictorial, and symbolic (statistical) graphs" (24). Referring to the framework gives students a more realistic idea of what it is they are expected to teach. Upon completion of this course, students will be able to: Describe historically significant contributions to the development of mathematics. Differentiate between and use inductive and deductive reasoning. Develop a list of problem-solving strategies. Find sums, terms, understand notation for arithmetic, geometric, binary, Fibonacci and power sequences. Understand the concept of function and what is meant by variable, domain, range, rate of change for linear, quadratic, logarithmic, exponential and other functions. Use interpolation and extrapolation. Use scientific notation. Recognize the platonic solids, the semiregular polyhedra, perform elementary constructions, and measurements. Use manipulatives to explain operations. Know the properties of the real number system.
Course Requirements: Textbook: http://www.mbsdirect.net/national/ Course Goals: The purpose of this course is to instruct students in ways of mathematical thinking beyond computation and to provide a broader view of mathematics by introducing a variety of uses within the topic framework. As part of this larger goal, students will be able to: Use induction, deduction and a specific list of problem solving techniques. Describe some historical contributions to mathematics. Understand basic principles of variables, functions, graphs and mathematical patterns. Recognize and be able to describe some of the universality of mathematics in our world. The style of the course should help students develop two mind-sets: one is the mind-set of the child in the class-room. With that mind-set, the student has the freedom to explore playfully the mathematical ideas presented, to extend them and to explore mathematically. Also, the student is expected to analyze his or her own feelings about class-room activities and interactions from the viewpoint of a young child. Students in MTH 209A are potential or actual teachers, so the second mind-set encouraged is that of "teacher." The student is expected to look at the topics covered with an eye towards how he or she would use information of that nature to explain concepts in the elementary school curriculum. Mathematics does not exist in isolation from other subjects, and often relating the Math to other subjects is an excellent way of helping youngsters get a more global view. Therefore, students should continually be on the lookout for ways of relating or introducing Math concepts with stories, manipulatives, history, applications from other disciplines.

Recommended Course Grading (expressed as percentages):

A	96-100	B+	87-89	C+	77-79	D+	67-69
A-	90-95	B	84-86	C	74-76	D	64-66
		B-	80-83	C-	70-73	D-	60-63

Grading Factors:
Each instructor is responsible for identifying several specific grading components and the weight to be assigned to each component. The following are examples only, and are not meant to be all inclusive:

• Weekly quizzes
• Midterm exam(s)
• Homework assignments
• Participation in classroom or chatroom discussions
• Participation in threaded discussions (online only)
• Short papers, term papers, and the like
• Individual and/or group projects (written and possibly oral presentation)
• Case study analysis and discussion
• Field experience report
• Final exam (comprehensive)

Definition of Grades:

Undergraduate Courses
A	Outstanding Achievement	Significantly exceeds standards
B	Commendable Achievement	Exceeds standards
C	Acceptable Achievement	Meets standards
D	Marginal Achievement	Below standards
F	Failing *

Graduate Courses
A	Outstanding Achievement
B	Commendable Achievement
C	Marginal Achievement
D	Unsatisfactory *
F	Failing *

* Students receiving this grade in a course that is required for his/her degree program must repeat the course.

I

Incomplete A grade given at the discretion of the instructor when a student who has completed at least two-thirds of the course class sessions and is unable to complete the requirements of the course because of uncontrollable and unforeseen circumstances. The student must convey these circumstances (preferably in writing) to the instructor prior to the final day of the course. If an instructor decides that an "Incomplete" is warranted, the instructor must convey the conditions for removal of the "Incomplete" to the student in writing. A copy must also be placed on file with the Office of the Registrar until the "Incomplete" is removed or the time limit for removal has passed. An "Incomplete" is not assigned when the only way the student could make up the work would be to attend a major portion of the class when next offered. An "I" that is not removed within the stipulated time becomes an "F." No grade points are assigned. The "F" is calculated in the grade point average.

W

Withdrawal Signifies that a student has withdrawn from a course after beginning the third class session. Students who wish to withdraw must notify their admissions advisor before the beginning of the sixth class session in the case of graduate courses, or before the seventh class session in the case of undergraduate courses. Instructors are not authorized to issue a "W" grade.

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

• Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
• Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
• There are to be no offensive comments, language, or gestures

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

• RefDesk@nu.edu
• (858) 541-7900 (direct line)
• 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

• Recorded class presentations
• Tutorials & Guides (APA/MLA, Peer-Review, and more)