Math 331       College Geometry  - Fall Term 2003

       Tentative schedule and course information

 

Instructor:  Dr. Warren Hickman           Office: HSC 158           Phone: Ext 7285

Text:  The Geometric Viewpoint by Thomas Q. Sibley

            Supplementary materials provided by the instructor:  Geometer's Sketchpad information,

            Neutral Geometry information, Lenart Sphere and tools.

 Office Hours: MWF   8:30 - 10:00AM

            1:00 - 3:00PM 

TR      11AM - 12 Noon

           1:00 - 3:00PM

Other times by appointment ( i.e. call )     


Objectives of the Course:

To know: 1)  The meaning of Euclidean Geometry and its axiomatic system.

2)  Some results of Euclidean Geometry and how to use them.

3)  Some history of the development of Euclidean Geometry.

4)  The meaning of Non-Euclidean Geometry and related axiomatic systems.

5)  Some results of Non-Euclidean Geometries

6)  Some history of the development of Non-Euclidean Geometry.
and to    
7)  Have students function at the Van Hiele Level IV.

8)  Have students learn about K-12 geometry curricula and different aspects of teaching geometry.

9)     Have students learn to use Geometer’s Sketchpad as a teaching aid.

The above objectives will be realized by reading, critiquing and discussing material presented in the text, and supplementary articles and books, doing assigned exercises including review problems and planning and giving classroom presentations.  To aid the review of Euclidean geometry, copies of Geometry:  A High School Course are on reserve in the Hoyt Science library.


Class attendance is important.  We will do group and individual presentations.  We learn not only by doing, but also by listening to, observing and reflecting upon what others offer to us.  Therefore you are expected to be in class and to participate.  Ten percent of your grade will be based on class participation and discussion.  Unexcused absences will lower this grade.  Missing an exam because of an unexcused absence results in a grade of zero on the exam.  If you miss an exam for an excused absence, you will be able to schedule a make-up exam.  An excused absence is one for which you have a Health Center slip, doctor’s receipt or other verification.  If you miss a class, it is your responsibility to find out what material was covered and what was assigned.

 

Assignments:

You are expected to do your share of the work on group projects and in group presentations.  If

you do not, your individual grade will be lowered.  Late written work will be accepted only for an

excused absence.  Exercises will be assigned in class.

 

Grading:

I cannot be exact about the total points possible in determining your grade.  What follows is a fairly good model.

                                                                                                        Points

                        Tests:  3 (or 4) at  100 points each -----------------300

                        Review exercises (blue sheet)  -----------------------50

                        Participation  ------------------------------------------ 60

                        Presentations, includes Geometer’s Sketchpad ----------- 100

                        Assigned exercises -----------------------------------  90

                                                                                                       600  Total points


 Sections covered in the text:  We will cover the following sections (or parts) of the text but not necessarily in consecutive order.  1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 5.1, 5.3, 5.4, 5.6

 

All parts of this information are subject to change.

 

 

 I share with you, the following which I read in 1995.

To prepare oneself to teach high school geometry, one should do two things:

(1)    learn considerably more elementary geometry than is covered in

         the high school course itself,

(2)    become acquainted with modern notions of geometric structure.

                                                                                      Preface (P. ix)

                                                                                      College Geometry

                                                                                      by Howard Eves

                                                                                      1995

I believe we need to expand these to the following.

To prepare oneself to teach high school geometry, one should do four things:

(1)    learn considerably more elementary geometry than is covered in

         the high school course itself,

(2)    become acquainted with modern notions of geometric structure.

(3)    become knowledgeable of students and how students learn

         mathematics.

(4)    become knowledgeable of the school district's curriculum in

         mathematics K-12, particularly the geometry content.