Introduction to Geometry
Dr. Sarah J. Greenwald
Where to Get Help
326 Walker Hall,
I am always happy to help you in office hours. An open door
means that I am on the floor somewhere, so come look for me.
Check the main web page often for homework and for access to the other
is the easiest way to ask a math question outside of class and office hours.
You are responsible for reading all posts from me. I prefer that you use office hours since it is easier to discuss material in person, but if you can not make them, then it is a great alternative. I usually check it
every day including the weekends.
The Geometric Viewpoint: A Survey of Geometries by Thomas Q. Sibley
Roads to Geometry by
Edward C. Wallace and Stephen F. West
access to a web-browser
3-ring binder notebook and a hole puncher to
organize handouts, notes and your work
printouts of your work
manipulatives required to complete projects
access to the software package Geometer's Sketchpad (GSP), which is
available in some computer labs on campus. If you have time to work
on campus, this suffices. Otherwise you may want to purchase the student
edition, which costs $39.95
Course Goals and Objectives
A study of the development of Euclidean geometry through multiple
perspectives, including synthetic and metric. Topics to be considered include
parallelism, similarity, measurement, constructions, an axiomatic
approach to polyhedra, and at least one non-Euclidean geometry. The course
will focus on concept development and connections among mathematical
perspectives. Prerequisite: MAT 1120 (SPEAKING)
In order to foster concept development and connections among multiple
perspectives, we will examine
the foundations of geometry through the lenses of
mathematical reasoning and proofs, manipulatives, dynamic geometry
software, and the historical progression of geometry.
We will also develop problem solving and visualization skills and express
geometric concepts in a variety of formats.
has been designated as a
course. In order to satisfy the speaking designator, presentations
will occur during the semester and during a final project.
This is a mathematics content course, which means that it will
stimulate the intellectual growth of each student.
While many of you are future teachers and
some of the mathematics covered in the course will be related in
meaningful ways to materials that can be taken into the classroom
(for example, various ways of teaching and learning geometry will
be modeled), the
primary purpose of this course is your mathematical development.
Participation in Classroom Activities 20%
You are expected to contribute to discussions in a meaningful way and actively engage the material in class and lab. You must be prepared for each class and check the main web page regularly for hw. Attendance is required.
These kinds of baseline activities will result in a participation grade of
16/20. Other activities can increase or decrease this grade. Asking and answering thought provoking questions, coming up with creative ways of thinking about the material, and explaining the material to others are some examples of positive participation that will increase your grade. On the other hand, performing activities that detract from the professional classroom environment or distract Dr. Sarah (who is very easily distracted) will result in a lowered participation grade.
Many activities and class discussions are designed to be completed during class. Thus, attendance is required at ALL classes, and will form a portion of your grade.
Missing more than 2.5 class days (ie 6.5 credit hours)
will result in an automatic F in the course. Save your absences for emergencies. If the university is open and you miss a class, then that counts as an absence. If you must be late to a class, or must leave early, then do still attend.
Work will not be accepted without explanation and must also be turned in on
or before the due date.
May occur the last week of classes.
If there is some reason you must miss a class, then
obtain the assignment from the web pages. The lowest project will be
dropped - save this for emergencies. Every other project will be equally
weighted regardless of the total number of points.
If all of your
projects are turned in on time AND you have received at least a grade of
C (above 73%) for all work, then you will receive and on-time credit of +1
added on to your final average. No lates allowed.
Tests may be oral, written or on ASULearn.
Tests are not only an opportunity for you to demonstrate your mastery of the material, but are also an opportunity for you to be challenged
with new material in order for you to make new connections.
No make-ups allowed. May occur the last week of classes.
Final Project Presentations 15% will occur on
Sat April 29 from 3-5:30. No make-ups allowed.
Professional Development 10%
Two (no repetition) of the following activities are expected
from each student outside of class. Personal reflection containing a
written description and evaluation of each activity is required.
This should be no more than three pages
long and must include the dates, times
and duration of each activity.
The first report must be turned in no later than March 21.
The second report must be turned in by April 27.
seminars or colloquia in the mathematics department. Dr. Sarah will
post info on WebCT.
Help out in the
math lab by volunteering as a tutor for two hours.
three meetings of the math club (student chapter of the Mathematics
Association of America).
Participate in three meetings of PTMA (Prospective Teachers of Mathematics
Participate for three hours
Attend a professional meeting
(mathematics or mathematics education)
at the national, state, or regional level.
Design a small interview and use it with at least
two high school mathematics teachers of geometry.
Observe two high school geometry classes.
There will extra credit opportunities during the
semester for which points will accumulate. When final grades are
given, extra credit points are taken into account in the determination of
-, nothing, or + attached to a letter grade.
Other Policies and Methodology
Plan to spend 5-7 hours
per week, out of class, on average, on this course.
You are responsible for all material covered and all announcements
and assignments made at each class, whether
you are present or not. You are also responsible for announcements
made on the web pages, so check them often.
Asking questions, and explaining things to others, in or out of class,
is one of the best ways to improve your understanding of the material.
This course is to be an environment in which everyone
feels comfortable asking questions,
making mistakes, offering good guesses and ideas, and is respectful to
Turn in projects or prepare to present problems
even if it they are not complete, even if only to say, "I do not
understand such and such" or "I am stuck here."
Be as specific as possible.
When writing up work, be sure to give acknowledgment where it is due.
Submitting someone else's work as your own (PLAGIARISM) is a serious
violation of the University's Academic Integrity Code.
In this course, you will be challenged with problems that you have never
seen before. I do not expect you to be able to solve all the issues
immediately. Instead, I want to see what you can do on your own.
Out in the real world, this is important, since no matter what job
you have, you will be expected to seek out information and answers
to new topics you have not seen before.
This may feel uncomfortable and frustrating. I understand this
and want to help you through the process.
It helps to remember that
there are no mathematical dead-ends!
Each time we get stuck, it teaches us
something about the problem we are working on, and leads us to a
deeper understanding of the mathematics.
In the real world though, you are not expected to face your work alone.
You will be allowed to talk to other people
and you may even be expected to work with other people.
In this class, you are also not expected to face your work alone.
I am always happy to help you in class, during office hours (or by
appointment), or on the WebCT bulletin board, and will
try to give you hints and direction.
At times though, to encourage the exploration process,
I may direct you to rethink a problem
and to come back to discuss it with me again afterwards. This occurs
when I believe that the struggle to understand is imperative for your
deep understanding of the material.