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Mathematics
| Course Code |
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| Title |
Mathematics for Special Education |
| Prerequisite |
MATH 303 |
| Course Outline |
Course Outline |
| Description |
Development of number, algebra, geometry and measurement content along with methods for teaching mathematics in special education setting. Open only to majors and minors in special education. Does not substitute for MATH 406. |
| Course Code |
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| Title |
Teaching Proportional Reasoning & Related Topics in Grades 6-12 |
| Prerequisite |
Be enrolled in a Masters program or have a prior Masters degree and have at least 15 credits of undergraduate mathematics with a course grades of C- or better. |
| Course Outline |
Course Outline |
| Description |
This course is an in-depth study of the mathematics behind the concepts of ratio, proportion, and percent. The course will review educational research and the curricular scope and sequence these topics as they appear in 8-12 curricula. Typical developmental patterns regarding proportional thinking will be examined and students will learn to use the Chelsea Diagnostic Test as a formative assessment. Pedagogical best practices for teaching these topics will then be examined and practiced, including the “10 essential understandings of ratios and proportions” identified by the National Council of Teachers of Mathematics (NCTM). Students will apply this material to create a teaching unit that addresses proportional reasoning as it is used in one of the classes they teach or expect to teach. |
| Course Code |
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| Title |
Tools & Technology for Secondary Mathematics |
| Prerequisite |
Be enrolled in a Masters program or have a prior Masters degree and have at least 15 credits of undergraduate mathematics with course grades of C- or better. |
| Course Outline |
Course Outline |
| Description |
This course is designed to educate current secondary teachers of mathematics in the integration of instructional technology to aid in the teaching and learning of mathematics. This will involve current research on the use of technology in mathematics, acquire and demonstrate expertise with software, apps, and calculators. Develop mathematics lessons using information from discussion and research. These lessons will involve students in an active and meaningful mathematical learning experience involving instructional technology. |
| Course Code |
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| Title |
Topics in Mathematics |
| Course Outline |
Course Outline |
| Description |
Topics course in Mathematics. May be repeated for credit when the topic changes. |
| Course Code |
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| Title |
Teaching Mathematics at the College Level |
| Prerequisite |
Be enrolled in a Masters program or have a prior Masters degree and have at least 15 credits of undergraduate mathematics with course grades of C- or better. |
| Course Outline |
Course Outline |
| Description |
This course is designed to examine mathematics teaching methods at the college level. Students will distinguish different expectations between high school mathematics courses and college level mathematics courses. Current research on mathematical mindsets will be investigated on how they can be applied to college level course work. |
| Course Code |
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| Title |
Mathematical Problem Solving |
| Prerequisite |
Be enrolled in a Masters program or have a prior Masters degree and have at least 15 credits of undergraduate mathematics with a course grades of C- or better. |
| Course Outline |
Course Outline |
| Description |
This course focuses on mastering effective strategies for solving a wide array of mathematical problems. The course will present a framework for mathematical problem solving that includes training in a variety of problem solving heuristics, learning metacognition and self-monitoring skills, and developing a sound mathematical epistemology that supports effective problem solving. Class participants will be expected to complete problem sets that allow them to learn and practice effective mathematical problem solving in the context of actually solving problems over time periods ranging from a few days to one (or more) weeks. |
| Course Code |
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| Title |
Probability and Statistics for Teachers |
| Prerequisite |
Students must be enrolled in a Masters program or have a prior Masters degree and have at least 15 credits of undergraduate mathematics with a course grades of C- or better |
| Course Outline |
Course Outline |
| Description |
This course exposes students to the fundamental concepts and principles of probability and logic of statistical reasoning so they can teach statistics more effectively. It provides students with practical ability to choose, generate, analyze, and interpret appropriate descriptive and inferential statistics. Its emphasis will be on probability and statistical activities and applications appropriate for middle, high school and AP statistics classes. Pedagogically, this course will help students to integrate quantitative literacy well in the classroom. |
| Course Code |
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| Title |
Abstract Algebra and Galois Theory |
| Prerequisite |
Be enrolled in a Masters program or have a prior Masters degree and have at least 15 credits of undergraduate mathematics with a course grades of C- or better. |
| Course Outline |
Course Outline |
| Description |
The main goal of this course is to provide an introduction to advanced theory of polynomials and their roots. This course will also establish basic elements on algebraic structures such as groups, rings, and fields. Special attention will be given to polynomial rings and their quotients, extension fields, and the solution of polynomial equations via radicals. |
| Course Code |
|
| Title |
Topics in Mathematics |
| Course Outline |
Course Outline |
| Description |
Topical course in Mathematics. May be repeated for credit when the topic changes. |
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