MATH 5327 Syllabus
Summer 2010


Office Address:
Office Phone: 
E-mail Address:
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Office hours:

Dr. Elaine Young
ST 207B
by appointment

Dr. George Tintera
CI 312
(361) 825-6028
by appointment


This course is an investigation of concepts and principles in geometry and measurement with emphasis on deductive and inductive reasoning, with the use of dynamic geometry software. Focus will be on learning geometry content with understanding, instructional skills, and technology.


Sufficient maturity in geometrical reasoning; graduate standing; teacher certification (or intent to certify) in mathematics for grades 4-8 or 8-12; and/or permission of the instructor or program coordinator.


  • Fostering Geometric Thinking, Driscoll et al., 2007
  • Course packet
  • Scientific calculator
  • Laptop with mouse
  • Geometer's Sketch Pad 5


• The mathematics teacher will show improved understanding of geometrical concepts from the pre-test to the post-test.
• The mathematics teacher will participate in collaborative teams to explore geometry concepts and skills through problem-solving scenarios from the course packet.
• The mathematics teacher will work collaboratively to select methods, produce solutions, and communicate mathematically with justification to the team and whole class.
• The mathematics teacher will learn to use Geometer’s Sketchpad through completing lab assignments.
• The mathematics teacher will explore non-Euclidean geometries and other recent geometrical concepts.
• The mathematics teacher will be able to determine the van Hiele level of selected tasks and student work.
• The mathematics teacher will understand that geometry is an active field of research through reading of current journals.


The course will consist of lecture, lab, and recitation. Students are expected to participate in collaborative groups and whole class discussions by contributing their knowledge and thoughtful evaluation of the contribution of others.


Written work 25%
90-100%     A
Student projects 25%
80-89%      B
Computer labs 25%
70-79%      C
Pre/post tests 25%
60-69%      D
below 60%      F


The course calendar is available on the course webpages and is subject to changes depending on the needs of the course, the students, and the instructor.


Written work: Written hardcopy assignments must be typewritten or neatly printed with pages stapled together (no folding, paper clips, or plastic covers please). I reserve the right to penalize sloppy, unorganized, unstapled, misspelled or poor grammatical work. The Writing Center is available for help with written assignments.

Late Work: Students are encouraged to always turn in work on time. However, if situations dictate that work will be late, please notify the instructor and turn it in as soon as possible (do not wait until the next class, bring it to my office). Late work deadlines and points awarded may be adjusted at the discretion of the instructor.

Make-up Work: In the case of an excused absence, make-up work may be allowed. Make-up work and available points are at the discretion of the instructor.

Group Work: each student will be assigned to a collaborative group and be expected to participate and contribute to group work efforts. In the event of a conflict or problem, the group or individual may request a change. Final decisions about changes are up to the instructor.

Help: The best source of help for this course is the people directly involved in this course: your peers or myself, in class or during office hours.

Attendance: Attendance is expected and is reflected in individual and group participation. If you must be absent, please communicate with the instructor and YOUR GROUP before class or as soon as possible. Email is encouraged or or you may call our office at Young 825-2819 or Tintera 825-6028 and leave a message. We will return the communication with details of what you missed in class and any assignments.


Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academies Press.

Driscoll, M. (2007). Fostering Geometric Thinking: A Guide for Teachers, Grades 5-10. Portsmouth, NH: Heineman.

National Council of Teachers of Mathematics. (2000). Principles and Standards of School Mathematics. Reston, VA: Author.

Rice Geometry Module Activities for Geometer's Sketchpad . [Online]

SBEC Technology Standards for Beginning Teachers. [Online]

Stronge, J. H. (2007). Qualities of Effective Teachers. Washington, DC: Association for Supervision & Curriculum Development.

Texas Essential Knowledge and Skills for Technology Applications. [Online]

Academic Honesty. University students are expected to conduct themselves in accordance with the highest standards of academic honesty. Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as illicit possession of examinations or examination materials, forgery or plagiarism.

Notice to Students with Disabilities. Texas A&M University-Corpus Christi complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students with disabilities. If you suspect that you may have a disability (physical impairment, learning disability, psychiatric disability, etc.), please contact the Services for Students with Disabilities Office, located in Driftwood 101, at 825-5816. If you need disability accommodations in this class, please see me as soon as possible.

Grade Appeal Process. As stated in University Rule 13.02.99.C2, Student Grade Appeals, a student who believes that he or she has not been held to appropriate academic standards as outlined in the class syllabus, equitable evaluation procedures, or appropriate grading, may appeal the final grade given in the course. The burden of proof is upon the student to demonstrate the appropriateness of the appeal. A student with a complaint about a grade is encouraged to first discuss the matter with the instructor. For complete details, including the responsibilities of the parties involved in the process and the number of days allowed for completing the steps in the process, see University Rule 13.02.99.C2, Student Grade Appeals, and University Procedure 13.02.99.C1.01, Student Grade Appeal Procedures. These documents are accessible through the University Rules Web site at For assistance and/or guidance in the grade appeal process, students may contact the Office of Student Affairs.