Just aced a math midterm that I fretted over for days, but didn't actually study for until this morning and skipped 2 classes to cram for it. Here's what I had to know: formulas for the probability of an event, mutually exclusive events, conditional probability, properties of probability, tree diagrams, odds in favor and odds against an event, expected value vs. theoretical value, permutations and combinations, quartiles and the formula for Interquartile Range (IQR), pie charts, variance and formula for standard deviation, how to read a normal curve, properties of points, lines and planes, formula for the sum of the measures of the interior angles of a convex polygon with 'n' sides, definition of a regular polyhedra, formula for the measure of a single interior angle of a regular n-gon.
This is a class consisting of 40-45 lower elementary education majors (grades K-4). Now, I love math and before I decided what to do with my life have taken loads of credits worth of upper math-major level math classes including Trig, Cal I and Cal II at the college level and I can understand the relevance of needing to know those upper level maths if you are going to be an engineer or scientist or if you want to know you're doing your taxes correctly. I fail to see the relevance of having future teachers learn concepts and formulas which they will not be using in their own classrooms because they are not grade level appropriate. Mind you the name of the class is Math for Elementary Education. This is the second semester of this class. The first semester was more about how to teach math concepts, exploring different methods of teaching math, as well as ensuring we are competent enough in those concepts to teach them. Even if we were planning to teach at the age level that this class is directed toward (maybe 6th grade or middle school) I would still expect to be taught methods of teaching this to students-just by the name of the class. Hmph. And we wonder why teachers are lacking in science and math instruction.
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