Math 194: Calculus for Middle School Teachers

The Ohio State University

Proposed Syllabus for Pilot Offering

TEXT: Calculus: The Language of Change by David Cohen and James Henle. Published by Jones and Bartlett,
2005. ISBN: 0-7637-2947-7. Text Website: http://math.jbpub.com/calculus

COURSE OBJECTIVES: To provide prospective middle school teachers with the basic concepts and skills
associated with single-variable differential and integral calculus. The course will challenge students to be able to
communicate these concepts and skills to one another as well as apply them in physical and social contexts.

CALCULATORS: A graphics calculator is a required component in this course. Most instructors will be familiar
with the Texas instruments TI-83 or TI-73. NOTE: The TI-89, TI-92, and any calculator that uses a Computer
Algebra System are not allowed on exams in this course.

EXAMINATIONS: Attendance at the midterms and the final are required. Because the midterms will be given
only on the assigned dates and the final will be given at the University-assigned time no makeup exams will be
given except under exceptional circumstances. If you have a legitimate and documented conflict with an
exam date, you must see me as soon as you know of the conflict. If an emergency (health, accident, etc.)
occurs at the time of an exam, you or a representative MUST contact me (via email or phone) as soon as is
feasible (within a day at the LATEST).

COURSE GRADES: The grade you receive in Math 194 will be based on your individual homework (40%), group
project reports (10%), a midterm exam (20%), and a final exam (30%). Extra credit work will not be assigned under
any circumstances.

GROUP WORK: Each student is expected to read the section(s) and group problems to be addressed prior to class
and be ready to ask questions about any difficulties he or she had with the reading or what the problems ask. Each
student is expected to fully participate in his or her group’s exploration of the group problems- otherwise, all will
suffer as a result. By “participation” in a group, it is meant that each member cooperates with others, contributes
and listens to others’ contributions, tries to build on the ideas generated, does not go on one’s own without bringing
the group along, and shares leadership in the group,

HOMEWORK: Individual homework will be turned in weekly, with sections and due dates announced in class.
Late assignments will not be accepted. Your work and reasoning must be shown on the assignments to be eligible
for any credit.

Students have the responsibility to master the mathematical ideas presented in the text, the group problems and
projects, and assigned homework. Students are encouraged to examine related problems from the text, such as odd-
numbered problems, whose answers can be found in the back of the book.

A. GEC Information. This Mathematics course can be used, depending on your degree program, to satisfy the
Quantitative and Logical Skills category of the General Education Requirement (GEC). The goals and learning
objectives for this category are:

Goals: Courses in quantitative and logical skills develop logical reasoning, including the ability to identify valid
arguments, use mathematical models and draw conclusions based on quantitative data.

Learning objectives: Students comprehend mathematical concepts and methods adequate to construct valid
arguments and understand inductive and deductive reasoning, scientific inference and general problem solving.

B. Disability Statement. Students with disabilities that have been certified by the Office for Disability Services
will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office
for Disability Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-3307, TDD 292-0901;
http://www.ods.ohio-state.edu/.

C. Academic Misconduct Statement. It is the responsibility of the Committee on Academic Misconduct to

investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The
term “academic misconduct” includes all forms of student academic misconduct wherever committed; illustrated by,
but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall
report all instances of alleged academic misconduct to the committee. For additional information, see the Code of
Student Conduct (http://studentaffairs.osu.edu/resource_csc.asp)
 Calculus for Middle School Teachers
Tentative Schedule

Week #1: 1.1, 1.2, 1.3, 2.1

Week #2: 2.2, 2.3, 2.4

Week #3: 3.1, 3.2, 3.3, 3.4

Week #4: 3.5, 3.6, 7.5, 7.6, 7.7

Week #5: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

Week #6: Exam, 4.7, 4.8

Week #7: 7.2, (5.5, 5.6), 6.1

Week #8: 6.1, 6.3, 6.4

Week #9: 6.5, 6.6, 6.7, 6.10, Other Int. Applications

Week #10: Other Application of Integration

 Group and Homework Assignments
Part I: Speaking the Language in Words, Notation, and Pictures
Section Group Work (In-Class) Homework (Turn In)
1.1: Language of Derivatives 6, 10, 14, 24 2, 16, 22
1.2: Language of Integrals 4, 10, 20 2, 8, 22
1.3: Language of Quantity and 4, 6 8, 12
Change
2.1: Pictures of Derivatives 6, 10, 18, 36, 42 14, 20, 38, 40, 44
2.2: Graphing f’ from f 2, 4, 8, 12 6, 10, 16, 18, 34
2.3: Graphing f from f’ 2, 6, 18 4, 8, 16
2.4: Differential Equations 2, 6, 10, 16 4, 12

Part II: Informally Measuring Amounts and Rates

Section Group Work (In-Class) Homework (Turn In)
3.1: Derivative at a Point 2, 6, 8, 14 4, 8, 10, 16, 24
3.2: Derivative as a Function 6, 14, 20, 38, 54 12, 16, 34, 56
3.3: Tangents to Curves 2, 6 4
3.4: Derivatives with Technology 6, 8, 22 10, 24
3.5: Approximating Integrals 1abc, 4, 10, 22, 32 6, 24, 36, 40
3.6: Integrals and Area 6, 10, 14 4, 8, 18, 20
7.5: Trapezoid Rule 4, 16 None
7.6: Simpson’s Rule 4, 16 None
7.7: Integration with Data Outside Problem(s) Outside Problem(s)

Part III: Precisely Measuring Amounts and Rates using Limits and Algebra
Section Group Work (In-Class) Homework (Turn In)
4.1: Informal Limits 2, 6, 8, 12, 14, 22, 32 4, 16, 24, 30, 34, 46
4.2: Derivatives of Polynomials 2, 4, 10, 14, 20 8, 12, 16, 22
4.3: Product Rule 2, 4, 10, 18, 28, 36, 44 6, 16, 30, 38, 46
4.4: Quotient Rule 4, 8, 12, 14, 18 6, 10, 16, 20
4.5: Chain Rule 2, 6, 12, 20, 26, 36 4, 10, 18, 28
4.6: Derivatives of Complicated 4, 10 6, 12, 18
Functions
4.7: Integrating Elementary 4, 6, 10, 14, 16, 20, 24, 28 2, 8, 12, 18, 22, 26, 30
Functions (and FTC)
4.8: Integrating “Complicated” 4, 8, 14, 18, 26, 38 6, 10, 26, 28, 30, 36
Functions
7.2: Integration by Substitution 4, 6, 14 8, 10, 18, 20

Part IV: Using Derivatives and Integrals

Section Group Work (In-Class) Homework (Turn In)
6.1: Optimization 2, 8 4, 6, 12 (and outside problems)
6.2: (If Time) Newton’s Method 4, 10 2, 6, 12, 16
6.3 Implicit Differentiation 6, 10, 18 8, 12
6.4 Related Rates 4, 6, 12 8, 14
6.5: Curve Sketching, MVT 2, 4, 8, 24, 32 (or Overview Only) 6, 10, 14, 26
6.6: Curve Sketching- Concavity 2, 6, 10, 20, 26 (Or Overview Only) 4, 8, 16, 18, 30
6.7: Second Derivative Test 2, 4, 10, 16, 22 6, 14, 20, 24
6.10: Riemann Sums and Applying 4, 13 2, 10, 15
Integration
Other Applications of Integration Outside Problems Outside Problems
 Calculus for Middle School Teachers
Group Projects
There will be two group projects to be turned in by each group: One during the fifth week and the other at the end
of the course. One must be from Chapters 1-3 and the other from Chapters 4-7. Each report must contain a
statement of the problem, the group’s approach(es) to the problem (including approaches that led nowhere), the
group’s solution to the problem, the group’s justification of the solution, and a report of each person’s contribution
to the project. Do NOT wait until the last minute to begin working on the project because the problem you attack
more than likely will be more involved and probably more difficult than group or homework problems.

Potential group projects include the “Application” sections at the end of each chapter of the text, some from outside
sources (particularly applications- see instructor), as well as ones you might propose (and is accepted by the
instructor). Please let the instructor know what project you are doing at the time of your group’s decision (or if the
group changes its decision)
 Math 194: Calculus for Middle School Teachers
Rationale for Course
A. Recent recommendations for the mathematics that preservice teachers experience in college. In particular,
the CBMS document The Mathematical Education of Teachers (2001), which recommends:

1. Middle school teachers need to learn calculus in a five quarter-hour course emphasizing concepts
and applications. The purpose is to broaden their own understanding of key middle-school
concepts (such as ratio) as well as to have a broad curricular outlook for their students, who range
from grades 4 through 9.
2. Middle school teachers need to learn mathematics in environments that encourage the types of
reasoning and understanding they should expect from their future students.
3. This document can be read online at: http://www.cbmsweb.org/MET_Document/index.htm

B. At OSU, prospective middle school teachers with a mathematics concentration have a calculus requirement,
which is currently (usually) served by Math 117 and 151.

1. 117 is designed for architecture majors. It is taught with a conceptual and applied emphasis, but
is taught in a lecture-recitation format. It also only emphasizes physical applications.
2. 117’s core audience on regional campuses is prospective middle school teachers. The regional
campuses have been given flexibility in forming their own courses with the 117 number- some
using the main campus syllabus and others developing their own. The text for this proposed
course was used at Newark and will likely be used at Lima and Mansfield over the next two
quarters. It is desired that a single course be developed to ensure more consistency across
campuses.
3. 151 is the traditional calculus course. It, too, is taught in a lecture-recitation format and has more
emphasis on procedures than is desired for this audience.
4. Both 117 and 151 have a prerequisite of 150 (117 has 148 or 150, but architecture majors take 150
prior to the course). The proposed course will have a prerequisite of 148.

C. The proposed course will be taught in a Socratic Questioning format, with students reading sections of the
book, working together on selected group problems followed by whole-class presentations and discussions
of conjectured solutions. Outside of class, students will work individually on homework problems. Notes
on pedagogical approaches to specific topics and sections will be compiled during the pilot toward the
development of a “How-to-Teach” document.