Course Specification

Name of the University Asia-Pacific International University

Faculty
Faculty of Education and Psychology department
Section 1 Course Identification and General Information
1 Course Code and Name
EDUC 354 Mathematics for the Elementary
School
2 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
7
8
9

Pre-requisite
None.
Co-requisite
None.
Place
IT 307 Asia-Pacific International University
Date of Course Development or Revision
September 22, 2014
Section 2 Aims and Objectives

1 Course Aims
By 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
To be consistent with the TQF curriculum of the Commission of Higher Education.
Section 3 Course Composition
1 Course Description
This 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

Additional
Lecture

45 hrs
None
Number of Advising Hours per Week

Field Work,
Practicum,
Laboratory
None

Self Study
90 hrs

2 hours

Section 4 Student Learning Outcomes

4.1 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
2

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 Aspect
4.2.1 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
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 Skills
4.3.1 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

(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 Responsibility
4.4.1 Interpersonal Skills and Shouldering Responsibility Learning Outcomes
(1) Demonstrate sensitivity and empathy with regards to other peoples
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 throughout the curriculum
4.5 Quantitative Analytical, Communication, and Technology Skills
4.5.1 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
4

(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 fulltime field-based professional experience
(3) Assess and evaluate students knowledge management skills during
their participation in professional activities annually and throughout the
curriculum

Section 5 Teaching Plan and Evaluation

Day

Dat
e
Nov
24

Topic
Introduction & Course outline
Part One: Foundations for Algebra
Lesson 1 Variables and Expressions
Lesson 2 Order of Operations and evaluating
expressions
Lesson 3 Real Numbers and the Number Line
Lesson 4 Properties of Real Numbers
Lesson 5 Adding and Subtracting Real Numbers
Lesson 6 Multiplying and Dividing Real
Numbers
Lesson 7 The Distributive Property
Lesson 8 An Introduction to Equations
Lesson 9 Patterns, Equations and Graphs

Part Two: Measurement

Lesson 6 Converting Measures
Lesson 52 Using Unit Multipliers to convert
Measures
Lesson 96 Geometric Measures with Radicals

Nov
25
2

Part Three: Numbers and Operations and

Algebra
Lesson 22 Multiplying and Dividing Fractions
Lesson 23 Multiplying and Dividing Mixed
Number
Lesson 24 Adding and Subtracting Decimal
Numbers
Lesson 25 Multiplying and Dividing Decimal
Numbers
Lesson 27 Laws of Exponents
Lesson 28 Scientific Notation for Large
Numbers
Lesson 29 Ratio
Lesson 30 Repeating Decimals
Lesson 33 Subtracting Integers
Lesson 34 Proportions and Ratio word Problems
Lesson 41 Functions
Lesson 45 Ratio Problems involving Totals
Lesson 46 Graphing Functions
Lesson 49 Solving Rate Problems with
Proportions and Equations.
Lesson 50 Solving Multi-Step Equations
Lesson 51 Negative Exponents and Scientific
notation for small numbers
Lesson 61 Sequences
Lesson 62 Graphing Solutions to Inequalities on
a Number Line.
Lesson 63 Rational Numbers, Non-Terminating
Decimals, and Percents.

Page
No.

Due Dates

4
10
16
23
30
38
46
53
61

36
354
640

146
153
159
163
176
181
186
192
218
223
277
308
319
326
330
336
346
415
422
429
6

Nov
26

Part Four: Commercial Mathematics

Lesson 11 Percents
Lesson 48 Percent of a Whole
Lesson 69 Direct Variation
Lesson 70 Solving Direct Variation Problems

72
326
463

Lesson 99 Inverse Variation

Nov
27
4

Part Five: Geometry

Lesson 18 Lines and Angles
Lesson 19 Polygons
Lesson 20 Triangles
Investigation 2 Pythagorean Theorem

114
120
126

Lesson 37 Areas of Combined Polygons

245

Lesson 39 Circumference of a Circle.

Lesson 40 Area of a Circle

257
264

Investigation 4 Drawing Geometric Solids

Lesson 42 Volume
Lesson 43 Surface Area of a Box

271
287
294

Lesson 54 Angle Relationships

Lesson 60 Area of a Parallelogram

367
375

Lesson
Lesson
Lesson
Lesson

440
446
502
507

65
66
75
76

Applications Using Similar Triangles

Special Right Triangles
Area of a Trapezoid
Volumes of Prisms and Cylinders

Lesson 81 Central Angles and Arcs

Lesson 85 Surface Area of Cylinders and Prisms
Lesson 86 Volume of Pyramids and Cones
Lesson 91 Effect of Scaling on Perimeter, Area,
and Volume
Lesson 92 Areas of Rectangles and Various
Dimensions

470
658

Part Seven: Polynomials and Factoring

Adding and Subtracting Polynomials
Multiplying and Factoring
Multiplying Binomials
Factoring
Final Exam

132

545
568
574
610
617

474
480
486
500

1 Evaluation Plan

No.
1

Student
Learning
Outcomes
1.3, 1.6,
1.7,2.1, 2.2,
2.7,3.1, 3.3,
4.1, 4.4, 5.3,
5.4
1.3, 1.6,
1.7,2.2, 2.7,
3.1, 3.2, 3.4,
4.4, 5.3

Evaluation Method
Quizzes

Final exam
Class Work
Home Work Assignments

Evaluatio
n
Schedule
Every
day

Proportion

Nov 28
Nov 24-27
Nov 24-27

30%
20%
25%

25%

Section 6 Teaching and Learning Resources

1 Text Book
SAXON MATH Course 3, 1/e, by Stephen Hake, 2012,
Houghton Mifflin Harcourt Publishing Company.
ISBN: 978-1-591-41884-9
2 Important Information and Book
Stephen 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 Book

Information may be given during the course of the semester.

Section 7 Course Evaluation and Improvement

1 Student Evaluation
Group discussions between teacher and students
Reflection from the students behavior and participation in class and laboratory
sessions
Course and Teacher Evaluation Survey
2 Teaching Evaluation
Examination result
Evaluation from the examination committee
Evaluation from Faculty Dean
Evaluation from student evaluation forms every semester
3 Teaching Improvement
Research within and outside the class room
Recommendations from Course and Teacher Evaluation Survey
Student evaluation forms
4 Course examination verification process
Examination review by Faculty committee
Marking verification from other teachers in different institutions
Consultation with external course providers
5 Course Effectiveness revision and improvement plan
Yearly course improvement based on learning and recommendations
Recommendations from employers, academic institutions and advances in subject
area
Section 8: Professional Standards for Teachers
8

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.
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
9

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 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.
10

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.
Standard 10 Constructively cooperate with others in community
Constructively cooperating with others in community means realizing the importance of
listening to other peoples opinion, recognizing knowledge and ability of others in the
community, and cooperating in the development of the educational institutions 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.

11

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/Particip
ation
CW
HW
Quizzes

10
20
20
20
70%
30
30%

Final Exam

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 Dishonesty
a. 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 collaboration
iv. Plagiarism or failure to cite sources
v. 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

Percentag

GPA

Definition

80 100
75 79

4.00
3.50

Excellent
Very Good

e
A
B+

12

B
C+
C
D+
D
F

70
65
60
55
50
0

74
69
64
59
54
49

3.00
2.50
2.00
1.50
1.00
0.00

Good
Fairly Good
Fair
Poor
Very Poor
Fail

Minimum Passing Grade for General Education Courses: D+

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

13