College of Micronesia-FSM


Math for Teachers


MS/ED 110

Course Title


Department and Number

Course Description:

This is a semester course that is designed to provide students with a broad understanding of basic mathematic concepts. It places emphasizes on the use of models, diagrams, manipulatives, applications, problem solving, and reasoning. Through the use of the hands-on activities in this course, students will gain and enhance their conceptual knowledge of arithmetic from counting to algebra.

The lessons are especially geared to provide ideas, models, and knowledge that are necessary for successfully teaching mathematics to elementary and middle school children.


Course Prepared by: Math Division State Pohnpei National Campus
    Hours per Week   No. of Week   Total Hours   Semester Credits








Laboratory x x =
Workshop     x   x   =  

Total Semester




Purpose of Course: Degree Requirement


  Degree Elective


Prerequisite Course(s): MS 098 Transition to Algebra

Signature, Chairperson, Curriculum Committee


Date Approved by Committee



Signature, President, COM-FSM


Date Approved by President

I. Course Objectives

A. General

1. Students will learn mathematics constructively through the appropriate use of manipulatives, models, and diagrams.

2. Students will acquire confidence in using mathematics meaningfully and be able to apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as art, music, psychology, science, and business.

3. Students will be able to design hands-on activities in order to teach a variety of mathematical concepts ranging from counting to algebra to elementary and middle school children.

B. Specific

The student will be able to…

1. use problem-solving approaches to investigate and understand mathematical content;

2. formulate problems from situations within and outside mathematics;

3. develop and apply a variety of strategies to solve multi-step problems;

4. model situations using concrete, pictorial, graphical, and algebraic methods;

5. understand and apply reasoning processes, with special attention to spatial reasoning and reasoning with proportions and graphs;

6. develop number sense for whole numbers, fractions, decimals, integers, and rational numbers;

7. understand and apply ratios, proportions, and percents in a wide variety of situations;

8. investigate relationship among fractions, decimals, and percents;

9. represent numerical relationships in one-and two-dimensional graphs.

10. develop and apply number theory concepts (e.g., primes, factors, and multiples) in real-world and mathematical problem situations;

11. describe, extend, analyze, and create a wide variety of patterns;

12. describe and represent relationship with tables, graphs, and rules;

13. use patterns and functions to represent and solve problems;

14. apply algebraic methods to solve a variety of real-world and mathematical problems;

15. analyze tables and graphs to identify properties and relationships;

16. visualize and represent geometric figures to develop spatial sense and explore spatial relations;

17. represent and solve problems using geometric models;

18. select appropriate units and tools to measure to the degree of accuracy required in a particular situation;

19. extend their understanding of the concepts of perimeter, area, volume, angle measure, capacity, and weight and mass;

20. develop formulas and procedures for determining measures to solve problems.

II. Textbook: Mathematics for Elementary Teachers: A Conceptual Approach by Albert B. Bennett, Jr. and L. Ted Nelson

III. Required Course Materials: Basic calculator

IV. Reference materials: Mathematics for Elementary Teachers: An Activity Approach by Albert B. Bennett, Jr. and L. Ted Nelson. (Student resource book)

Investigating Mathematics, An Interactive Approach, Hatfield, Glencoe 1994.

How Math Works, Vorderman, Reader's Digest, 1996

V. Instructional Costs: A variety of inexpensive materials will be needed for the hands-on based activities, and will be provided by the Math/Science and Education Divisions.

VI. Methods of Instruction: Activities are used as starting points, followed by discussions or lectures based on extensions of the ideas raised in the investigations.

VII. Evaluation: Students will be given frequent assignments, both individual and small-groups based. Several exams will be spread over the term to assess student understanding of the course material.

VIII. Credit by Examination: None

IX. Attendance Policy: As per College policy in the current catalog.