Portland Community College | Portland, Oregon

Welcome to MTH 211: Foundations of Elementary Mathematics I

This course is about much more than learning mathematics. Together, we will develop the knowledge, practices, and beliefs needed to become effective elementary mathematics teachers.

You will need:

• Math for Elementary Teachers with Activity PCC custom textbook
• Activity spiral, and manipulatives kit.  This is sold as a bundle at the bookstore.  The bundle will be used for MTH 211, 212, and 213

Throughout the course, we will work toward three interconnected aims.

1. Develop a Deep Conceptual Understanding of Mathematics

We will study mathematics from the perspective of an elementary teacher rather than simply learning procedures. Our focus will be on understanding why mathematics works through reasoning, exploration, and problem solving.

Some of the major topics include:

• Problem solving and mathematical reasoning
• Patterns, sequences, and algebraic thinking
• Functions and graphs
• Set theory
• Numeration systems from different cultures
• Whole numbers and place value
• Operations in multiple bases
• Mental computation and estimation
• Number theory, including divisibility, prime numbers, GCF, and LCM
• Modular (clock) arithmetic

Throughout the course, we will use manipulatives, visual models, drawings, and multiple representations to investigate mathematical ideas. We will explore how tools such as base-ten blocks, counters, algebra tiles, Venn diagrams, number lines, pattern blocks, and other manipulatives can help build conceptual understanding before moving to symbolic notation. Rather than memorizing rules, we will make sense of mathematics by connecting concrete experiences, visual representations, and abstract reasoning.

2. Learn How to Teach Mathematics

Alongside learning mathematics, we will learn how children develop mathematical understanding.

Throughout the course, we will examine questions such as:

• How do children think about numbers and operations?
• What (mis)conceptions might children have?
• What teacher moves help students make sense of mathematics?
• What kinds of questions encourage deeper thinking?
• How can we support productive mathematical discussions?

Together, we will explore teaching practices that build students' habits of mind—reasoning, justifying, making connections, and persevering—as well as habits of interaction, including listening, explaining, questioning, and learning from one another.

3. Develop Your Beliefs, Identity, and Teaching Philosophy

Finally, this course is an opportunity to reflect on what it means to learn and teach mathematics.

Together we will explore questions such as:

• What does it mean to truly understand mathematics?
• What does effective mathematics teaching look like?
• How do students develop mathematical confidence?
• How can we create classrooms where every learner feels capable?

Throughout the course, we will discuss ideas including:

• Growth mindset
• Productive struggle
• Rough-draft mathematics
• Mathematical identity
• Building joyful and inclusive mathematics classrooms

By the end of the course, you will not only strengthen your mathematical understanding, but also begin developing your own philosophy of teaching mathematics.

Our Goal

By the end of MTH 211, you will have grown in three important ways:

1. A stronger conceptual understanding of elementary mathematics
2. A deeper understanding of how to teach mathematics effectively
3. A clearer vision of the kind of mathematics teacher you want to become

These three aims will guide everything we do throughout the quarter. They are interconnected—learning mathematics helps us learn to teach, and reflecting on our beliefs helps us become thoughtful, responsive educators. Together, we will build mathematical knowledge, teaching expertise, and a positive vision of mathematics for ourselves and our future students.