The Department of Education

EDU 219: Praxis Seminar IV: Mathematics

Professor: James Nelson, Jr. Office: TOS 315

Office Hours: M, T, W 12-2, M W 5-6:30 Telephone: 546-8389

E-Mail: jnelson@shawu.edu

The theme of the Department of Education is to produce candidates who are critical thinkers and problem solvers with the professional dispositions and technological skills to function as competent and effective teachers in a diverse World. This theme undergirds programs in the Department of Education

Text (s): Plato Lab

Sample standardized tests

Postman, Robert, 2^nd Ed. 2002, How to Prepare for the PPST

Course Description: Praxis Seminar IV is a Praxis I Mathematics Examination preparatory seminar. This Seminar and Plato Learning Lab will provide the student with a comprehensive diagnostic review and practice of mathematics material contained in the PRAXIS series. Students who score 30 out of 40 practice test questions will be advised to sit for the Praxis I examination. Successful examinees (who meet or exceed the North Carolina State standard) will not be required to take any additional Praxis Seminar. As part of the course, students are required to go to the library to check out test-taking materials.

Goals: The course addresses specialty, core, diversity, and technology standards that are approved by North Carolina Department of Public Instruction.

Specialty Area

Standard 1: Teachers have an in depth understanding of

concrete algebraic systems and applications

Standard 3: Teachers understand patterns, relationships,

Functions, symbols, and models..

Core Standard 1: Teachers know the content they teach.

 

 

 

Diversity Standard 2: Teachers understand how students’ cognitive, physical, socio-cultural, linguistic, emotional, and moral development influence learning and address these factors when making instructional decisions

Technology

Standard 1: Teachers demonstrate a sound understanding

of technology operations and concepts.

Specific Indicators: The indicators that are addressed in this course are as follows:

Indicator 2: Teachers demonstrate understanding of the properties of, and operations on real numbers

Specialty Area Standard 3

Indicator 3 Teachers demonstrate an ability to analyze tables and graphs..

Core Standard 1

Indicator 4: Teacher know relevant application of the

content they teach.

Diversity Standard 2

Indicator 2: Teacher assist students in developing multiple learning strategies to address discipline, specific content, communication, critical thinking and problem solving skills .

Technology Standard 1

Indicator 1: Teacher demonstrate introductory knowledge, skills and understanding of concepts related to technology ( as described in the ISTE National Education Standards For Students)

 

 

 

 

 

 

Assignments:

Diagnostic exam

Test and quizzes

Sample test

Plato lab exercises

Mid-term exam

Final exam

7. Go to the library to check out test-taking

materials.

Students who miss classes are responsible for subject matter covered, any announcements made regarding quiz, test or any other relevant matter, during their absence. More than one unexcused absences may result in failure in the course. You are responsible to find out or know about any announcements or the subject matter covered, during your absence.

To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior (i. e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, and/or headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.

Each behavior construed by the teacher/professor as noncontributive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy provided to both the student and the department chair. The faculty member should retain a copy for his/her own records. Additional student behavior codes may be found in Student Affairs.

Topical Outline

To acquire an understanding of number sense and operation sense

Number Sense:

Recognize the position of numbers in relation to each other

Recognize equivalent forms of a number, including square roots and powers of a number

Demonstrate an understanding of the characteristics of counting numbers, including composite or prime, even or odd, and multiples or factors

Operation Sense:

Perform computations in problem-solving situations and adjust the result of computations as required by the problem

Demonstrate an understanding of fundamental operations of algorithms

Follow a given procedure

Select a sequence of operations to obtain the result of a computation

Solve problems using estimation

Use a simple calculator as a tool in problem-solving

To acquire an understanding of mathematical relationships

Ratios:

Interpret and apply ratio, proportion, and percent

Interpret or determine a simple probability

Equations

Simplify expressions containing variables

Solve simple equations and inequalities

Formulate and recognize equations, expressions, or inequalities that represent situations presented in words.

To acquire an understanding of data interpretation

Data displays

Read data presented in various formats and make basic observations

Recognize relationships in data, make computations, and observe trends

Summarize data and construct

Summarize data and construct or complete tables, charts, and graphs

Values that summarize data

Determine or interpret average (arithmetic mean)

Determine or interpret range of a set of data

Given the appropriate definition, determine or interpret the median or mode of a set of data.

To acquire an understand of geometry and measurement

Patterns and Formulas

Recognize patterns and relationships in simple geometric figures

Determine length, perimeter, area, and volume of two- and three- dimensional figures

Systems of measurement

Understand and use various systems of measurement, including the metric and U. S. customary systems

 

 

Evaluation

Specific rubrics for essays are used to assess your performance whether it is target, acceptable, and unacceptable. These rubrics are part of the syllabus and will be issued at the appropriate time.

Grading Scale:

A= 90-100 (Target)

B= 80-89 (Acceptable)

C= 70-79 (Unacceptable)

D= 60-69 (Unacceptable)

F= 0-59 (Unacceptable)

Class Attendance Policy/ Excuse from class:

The class attendance policy of the University is as follows: