Math 499

The Foundations of Mathematics and the Acquisition of Mathematical

Knowledge
Spring 2015
Units: 4
Day-Time-Location: MW 4:20 - 6:00, Room TBA (a room designed for group work)
Instructor:
Cymra Haskell
Office: KAP 438B
Email: chaskell@usc.edu
Tel: (213) 740-2460
Office hours: 3 per week TBA
Course Description: In this course we will use K-12 mathematics as a conduit for understanding the nature of mathematical thought, argument, and problem solving, how humans
acquire mathematical knowledge, and how to best teach this material to children.
Learning Objectives:
a) Students will develop the professionally-oriented mathematical knowledge and abilities that are required to be an effective teacher of K-12 mathematics. These include
the ability to analyze childrens work and evaluate their levels of understanding, the
ability to analyze and deconstruct the K-12 curriculum into small conceptual steps,
the ability to create problems and materials that illustrate and address specific misunderstandings by children, and the ability to create curricular materials that are
engaging and have multiple entry points ensuring equal access to the material by all
children.
b) Students will adopt the habits of mind of a mathematical thinker and problem solver
including reasoning and explaining, modeling, identifying structure, and generalizing. (Quote from the Mathematical Education of Teachers, published by the
Conference Board of the Mathematical Sciences.)
c) Through K-12 mathematics, students will explore the nature of mathematical arguments and mathematical modeling. More specifically we will look at the roles of
metaphors, models, and definitions in mathematics. We will discuss the use of symbols and see that even in mathematics their meanings are often contextual. We will
understand the importance of logical deductions and contrast proofs and convincing arguments and think about the roles they play in developing and understanding
mathematics. We will discuss pervasive themes in mathematics such as equivalence.
We will explore the fundamental properties of arithmetic and gain an appreciation
for the depth and complexity of some of these properties. We will look at many
of the algorithms common to K-12 mathematics, see how these algorithms utilize

fundamental properties, and explore alternative algorithms. We will discuss the relationship between mathematics and our physical world and how we use mathematics
to understand the physical world.
d) Students will read and discuss current literature on the processes by which we acquire
mathematics, developmental issues related to the ability of children at different age
levels to engage in mathematical thought and reasoning, pedagogical paradigms for
teaching mathematics, and societal issues related to mathematics instruction (such
as standards and standardized tests).
Instructional Approach: There will be very little lecturing in this class. Our approach
will be learner-centered giving students the space and opportunity to really engage with
the material. There will be a lot of discussion, group work, and both oral and written
presentations. The latter will include both shorter reflections and explanations as well as
more lengthy essays. There will be regular reading assignments as well as written homework
assignments.
The class will have four major components.
a) In the mathematical component we will discuss and analyze parts of K-12 mathematics. The focus will be on the structure of mathematics as a set of logical deductions
resting on a few basic assumptions, on the power of mathematics to describe and
model a wide range of disparate situations, and on analyzing the individual concepts
that make up the theory as a whole. We will take an inquiry-based approach towards
this material; a typical class will consist of a leading question that students explore
in groups. Each group will then present their work to the rest of the class and we will
have a class discussion. There will be homework assignments designed to cement the
ideas that have been discussed and steer students toward a deeper exploration of the
mathematical concepts being covered. Some homework may involve extensive writing. Even homework that consists primarily of solving math problems will involve
written explanations.
b) We will read and discuss the literature on the acquisition of mathematical knowledge,
best practices in mathematics instruction, and the history, influence and effectiveness
of standards and standards-based instruction. This will be done through readings
that are done at home and discussed in class. Students may be asked to facilitate these
discussions and may be required to submit written reflections on and/or analyses of
the readings.
c) There will be a service learning component where students observe and participate in
local K-12 classrooms. They will analyze the instructional methods being employed
and diagnose childrens misinterpretations and misunderstandings.
d) Students will develop a mathematical educational activity as a culminating project.
Prerequisites: One semester of calculus or applied calculus.
Service Learning Component: All students will be mentoring High School students at
Augustus Hawkins High School. I will make every effort to find a time for you to visit
Augustus Hawkins that both fits into your schedule and is beneficial to them, but if I am

unable to do so, you will not be able to take this class. Augustus Hawkins is located at
825 W 60th St which is about 3 miles south of campus. You will be required to provide your
own transportation to the school. The school is easily accessible by public transportation
(the Dash Southeast will take you right there and the Metro Local Line 204 and Metro Rapid
Line 754 will take you within 2 blocks). You will be required to keep a journal cataloguing
your experiences at Augustus Hawkins and will be asked to provide written responses to
reflective prompts. LAUSD requires that you have a TB test prior to going to the school.
JEP has kindly offered to help us organize that.
Code of Conduct: By registering for this class you agree to the following code of conduct.
I will make every effort to be in class on time. Much of the learning in this class will
happen during class time when we have the opportunity to interact with and learn
from each other, so its absolutely crucial that everyone be present in class (both
physically and mentally) on time.
I will not take the comments of my classmates personally and will be sensitive to the
feelings of my fellow classmates without letting that stifle my own contributions to the
discussion. We will be having a lot of discussions in this class and will be working
together closely. Mathematics can be a competitive endeavor, so sometimes these
discussions can get emotional and someone can get hurt. It is important that a) we
consciously make an effort not to hurt anyones feelings without letting that stifle our
own thoughts or contributions to the discussion and b) we in turn, do not take the
comments of others personally.
I recognize that when I am at Augustus Hawkins I am acting as a representative
of USC to the local community. My conduct and demeanor will reflect that. In
particular, I will make every effort to be on time, I will dress appropriately, I will
keep my relationships professional, and I will be respectful of the students, teachers
and administrators at the school.
Textbooks: The following three books (with accompanying dvds in the case of the third
book) will be required reading.
Knowing and Teaching Elementary Mathematics by Liping Ma
The Psychology of Learning Mathematics by Richard Skemp (The original text first
published in 1971 and not the expanded American edition.)
Connecting Mathematical Ideas, Middle School Video Cases to Support Teaching
and Learning by Jo Boaler and Cathy Humphreys
We will also be reading selected parts of the Progressions of the Common Core Standards in
Mathematics. These are availabe online at http://ime.math.arizona.edu/progressions/#products
In addition, here are some recommended texts from which we will be drawing material.
Smarter Together! Collaboration and Equity in the Elementary Math Classroom
by Helen Featherstone, Sandra Crespo, Lisa Jilk, Joy Oslund, Amy Parks and Marcy
Wood.
Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and
Instructional Strategies for Teachers by Susan Lamon.

 Understanding Numbers in Elementary School Mathematics by Hung-Hsi Wu.

College Geometry using the Geometers Sketchpad by Barbara Reynolds and William
Fenton.
Experiencing Geometry. Euclidean and Non-Euclidean with History by David Henderson and Daina Taimina.
Assessment: Your grade in the class will be based on your level of class participation, the
quality of your written homework, your journal entries and reflections on experiences in the
local K-12 classroom, feedback I get from Augustus Hawkins about you, and the culminating
project.
(1) Class Participation. 15%. Much of what is covered in this class will be during class
and from each other. For this reason it is absolutely crucial that you are here (both
physically and mentally), on time, and prepared (having completed any assigned
readings), and that you participate fully. Attendance will be taken every class, but
this will only be one part of the participation grade. You will also be assessed on
written and oral presentations that are done in class and may be asked to facilitate
a discussion on the readings.
(2) Homework. 40%. There will be weekly written homework assignments. These will
run the gamut from mathematics problems designed to cement and deepen your
understanding of the mathematical content we are covering in class to essays with
reflections on and analyses of the literature we are reading.
(3) Local K-12 classroom. 25%. You will be required to keep a journal cataloguing your
experiences at the site as well as provide written responses to reflective prompts on
these experiences. In addition I will be getting feedback from the school about your
conduct and demeanor at the site.
(4) Project. 20%
Week-by-Week Schedule:
Week 1: Exploration of algorithms for subtraction of whole numbers. The importance
of place value in our representation of numbers.
Reading: Chapter 1 in Liping Ma.
Homework Assignment.
Week 2: Models of multiplication of whole numbers and fractions and the different
roles of the two numbers involved. Measurement, partitive and area models of
division of fractions.
Reading: Chapters 2 and 3 in Liping Ma.
Homework Assignment.
Week 3: What are variables?
Reading: Chapters 1 - 3 of Richard Skemp.
Homework Assignment.
Week 4: A focus on mathematical modeling with linear and piecewise linear functions.
Reading: Chapter 13 of Richard Skemp.
Homework Assignment.

Week 5:

Week 6:

Week 7:

Week 8:

Week 9:

Week 10:
Week 12:

Week 11:

Week 13:

Week 14:

Week 15:

Multiple representations of straight lines and quadratics.

Reading: Chapter 3 of Jo Boaler and Cathy Humphreys (along with accompanying video).
Homework Assignment.
Meaning of area in the plane and area of curved surfaces. Common formulae
for the areas of geometric objects.
Reading: Chapter 4 of Liping Ma and Chapter 8 of Jo Boaler and Cathy
Humphreys (along with accompanying video).
Homework Assignment.
An exploration of euclidean geometry (possibly using Geogebra or other software). Making and proving conjectures.
Reading: Chapter 5 of Jo Boaler and Cathy Humphreys (along with accompanying video).
Homework Assignment.
More on geometry.
Reading: Chapter 13 of Richard Skemp.
Homework Assignment.
What are numbers? The need for expanding the number system to include
fractions.
Reading: Chapters 8 and 9 of Richard Skemp.
Homework Assignment.
Definition of fractions. Equivalent fractions. Thinking proportionally.
Reading: Chapters 10 and 11 of Richard Skemp.
Addition, subtraction, multiplication and division of fractions. Complex fractions.
Reading: Chapter 4 of Jo Boaler and Cathy Humphreys (along with accompanying video).
Homework Assignment.
Ratios, odds, percents, and rates.
Reading: Chapters 5 and 6 of Richard Skemp.
Homework Assignment.
The need for expanding the number system to include negative numbers. Models for addition, subtraction, multiplication and division of negative numbers.
Reading: 1st half of Chapter 12 of Richard Skemp.
Homework Assignment.
Pythagoras theorem and the need for expanding the number line to include
real numbers. Definition of real numbers as Dedekind cuts. The Fundamental
Theorem of Arithmetic.
Reading: 2nd half of Chapter 12 of Richard Skemp.
Homework Assignment.
Mathematical issues in teaching mathematics. USC students host the K-12
students on campus.
Reading: Chapter 7 of Richard Skemp, Chapter 7 of Jo Boaler and Cathy
Humphreys (with accompanying video) and selections of the Progressions of
the Common Core Standards in Mathematics.

Academic Conduct: Plagiarism - presenting someone elses ideas as your own, either verbatim or recast in your own words - is a serious academic offense with serious consequences.
Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11,
Behavior Violating University Standards https://scampus.usc.edu/1100-behavior-violatinguniversity-standards-and-appropriate-sanctions/. Other forms of academic dishonesty are
equally unacceptable. See additional information in SCampus and university policies on
scientific misconduct, http://policy.usc.edu/scientific-misconduct/.
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encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu/
or to the Department of Public Safety http://capsnet.usc.edu/department/department-publicsafety/online-forms/contact-us. This is important for the safety whole USC community. Another member of the university community such as a friend, classmate, advisor, or faculty
member can help initiate the report, or can initiate the report on behalf of another person.
The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7
confidential support, and the sexual assault resource center webpage sarc@usc.edu describes
reporting options and other resources.
Support Systems: A number of USCs schools provide support for students who need
help with scholarly writing. Check with your advisor or program staff to find out more.
Students whose primary language is not English should check with the American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs
http://sait.usc.edu/academicsupport/centerprograms/dsp/home index.html provides certification for students with disabilities and helps arrange the relevant accommodations. If an
officially declared emergency makes travel to campus infeasible, USC Emergency Information
http://emergency.usc.edu/ will provide safety and other updates, including ways in which
instruction will be continued by means of blackboard, teleconferencing, and other technology.