Mathematics Education (MTHED-GE)

This course provides a link between teachers' mathematical knowledge & understanding of the major skills & concepts of ratios, proporations, percents, decimals & fractions to the effective & appropriate teaching of these topics in grades 7-12.

Developing the skills of classroom planning, management, & implementation for effective instructional practices in grades 7-12. Topics include lesson plan development & implementation, different models of teaching, assessing student understanding & the use of instructional technology. Students also visit schools, observe teachers in the classroom & use these observations as the basis for discussions of effective teaching practice. This course requires a field component where students are involved in tutoring & micro teaching.

This course provides a link between teachers' mathematical knowledge & understanding of college level mathematics & the use of handheld & computer instructional technology to effectively & appropriate teach many of the important skills & concepts of mathematics in grades 7 through 12.

This course provides a link between teachers' mathematical knowledge & understanding of the major skills & concepts of algebra to the effective & appropriate teaching of these topics in grades 7 through 12.

The course provides a link between teachers' mathematical knowledge & understanding of the majors skills & concepts of geometry & trigonometry to the effective &appropriate teaching of these topics in grades 7 through 12.

This course provides a link between teachers' mathematical knowledge & understanding of the major skills &concepts of pre-calculus mathematics to the effective & appropriate teaching of these topics in grades 7 through 12.

The course focuses on significant aspects & perspectives of mathematical proof & proving, e.g.: The need for proof; Various types of mathematical proofs & their logical foundation; Communicating & presenting proofs coherently & flawlessly; Visual proofs; Alternative ways of proving a given statement; Mathematical fallacies. Lessons will be structured around activities that engage students in constructing formal proofs, searching for multiple ways of proving various mathematical statements, evaluating each others' proofs, attending to visual entailments, & detecting flaws in mathematical fallacies.

This seminar accompanies mentored student teaching field placements in a PreK-6 classroom with computer science (CS) content. The course addresses aspects of classroom practice as related to CS instruction at various levels, including teaching and management, the delivery of CS content and planning strategies that address the needs of all students, especially students with disabilities and emergent bilinguals. In addition, the course helps pre-service teachers develop productive habits of planning and reflecting on the teaching and learning of CS.

Course is designed to introduce students to the pedagogical approaches & practices associated with teaching computer science at the secondary level. Students will learn methods of teaching secondary CS, but also to become practitioner researchers, taking an evidence-based, questioning, design oriented, analytical, & reflective lens on their teaching practices. Topics include developing learning objectives, theories of learning in CS & computational thinking, instructional approaches, lesson design & implementation, & assessment.

A content mathematics course in geometry for teachers.

A content mathematics course in modern and abstract algebra for teachers.

A content mathematics course in probability and statistics for teachers.

This course will introduce students to a variety of different conceptualizations & implementations of Computer Science education for K-12. Students will discuss and analyze the rationale & purpose of CS teaching behind each case & critique the benefits & challenges from the perspective of K-12 education. This will support students in making informed decisions in their own CS teaching practice & to articulate & justify their decisions. The course will also serve to empower students to participate in future CS curriculum development in their school.

Mathematical foundations & concept development for children in elementary school grades. An examination of what constitutes a rich mathematical environment that fosters exploration, discovery, & understanding for beginning learners of mathematics will be the focus.

This course complements the second semester of Student Teaching (MTHED-GE 2922), providing students a professional community of practice for continued learning as their teaching responsibilities increase. The course will focus on specific aspects of planning & intended instruction, enacted teaching, & the impact of teaching. Students will develop practices of deliberate reflection & analysis of their teaching, making explicit connections between their knowledge of theory & practical experiences. There will be an additional focus on pressing local issues in education and education research at the various levels, and their impact on teaching and learning. Students will make sense of these issues & develop informed stances, demonstrating their emerging abilities to do so in connection with their coursework & student teaching experiences in a culminating project.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

One semester supervised student teaching in a mathematics education classroom in middle & high school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical & practical applications of the planning & implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems & practices as they relate to actual classroom teaching.

One semester supervised student teaching in a mathematics education classroom in middle & high school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical & practical applications of the planning & implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems & practices as they relate to actual classroom teaching.

The course is oriented to the unique aspects of doing research in mathematics education. It involves an exploration of the processes of doing qualitative research in mathematics education from development of the research question through writing the research report. The course emphasizes the purpose & interconnectedness of each part of the research process. Particular methodologies are explored & research skills are developed.

Doctoral students in this course will engage in a collective, semester-long project involving the analysis of a qualitative data set. The emphasis is not only to gain in-depth knowledge of an important research methodology, but to provide a more in-depth initiation to working with qualitative data, modifying research designs & research goals, & documenting the research project. This course complements the work done in Qualitative Research in Mathematics Education I, which primarily emphasizes the design of mathematics education qualitative research.