All Advisors (especially in Education):

Math 214, Principles of Elementary Mathematics, is a new general education
math course especially designed for future elementary and special education
teachers, although it is open to all students.  Here are some key facts:

(1)     Math 214 is a level 30 course.  Students who place below level 30
must take a level 20 math course from the new general education Mathematics
Category (Ma 123, 131, or 144).  This requirement is strictly enforced.

(2)     Math 214 has a pre- or co-requisite of any general education
statistics course.  This requirement is strictly enforced.

(3)     Math 214 is a 4 credit hour course which has 5 contact hours per
week.  Students must be able to attend all 5 contact hours as listed in the
UTC Timetable.

(4)     Unlike the discontinued Math 115 and 116, students do not need
special permission to enroll for Math 214.

(5)     Course Description

        This foundations course is designed primarily for presecondary
education majors, for the purpose of developing a thorough understanding of
and ability to use basic mathematics, including arithmetic, algebra,
geometry, and measurement.  Topics include inductive and deductive
reasoning, problem solving techniques, number properties and number theory,
algorithms, mental arithmetic and estimation, proportional and algebraic
reasoning, descriptive and deductive geometry, and measurement, including
measurements specific to educational statistics.  Mastery of elementary and
middle school mathematics must be demonstrated.  Every semester.  Lecture 3
hours, laboratory 2 hours.  Prerequisite: (a) Level 30 or above or a grade
of C or above in any General Education Mathematics course; (b) pre- or
corequisite:  any general education statistics course.

(6)     Course Objectives

a.      To develop a strong mathematical foundation for students interested
in teaching or tutoring presecondary mathematics;
b.      To foster the ability to think logically and creatively about
quantitative problems;
c.      To improve number sense, especially through the development of
skills in mental arithmetic and estimation;
d.      To develop students' knowledge and understanding of principles
underlying the real number system, place value, operations with numbers,
and the use of algorithms for computations;
e.      To develop students' mastery of basic topics in number theory,
including primes and composites, divisibility rules and their proofs, and
properties of common factors and multiples;
f.      To use data analysis to increase understanding of patterns and
develop algebraic models;
g.      To develop and interpret a variety of mathematical models of real
world phenomena, using numerical, symbolic, graphical and rhetorical
approaches;
h.      To develop students' knowledge and understanding of concepts in
geometry and measurement;
i.      To familiarize students with topics in educational statistics,
including the interpretation of standardized test scores.


Betsy Darken, Ph.D.
Mathematics Department, #6956
UT-Chattanooga
615 McCallie Ave, Chattanooga, TN  37403
Phone:423-755-4580;Fax: 423-755-4586; Email: [log in to unmask]