3001 Mathematics Education Field Experience Mentoring II. Prerequisite: admission to Teacher Education program, EDFN 3003; corequisite: EIPT 3483. Mentoring course providing access to and support from mathematics education faculty for students during their second level field experience. Students meet with the mathematics education faculty for seminars, discussions, and demonstrations. (F, Sp)
3053 Problem-Centered Learning Environments. Prerequisite: admission to Teacher Education program; MATH 1473 and 2213. Designed to engage the prospective teacher in examining various facets which contribute to decision making with regard to a learning environment best adapted to the abilities and needs of each students as a mathematics learner. (F, Sp)
3153 Early Mathematics Concepts. Prerequisite: 3053, Mathematics 2213, 3213. Students will engage in mathematics activities as a basis for reflecting on and analyzing the learning and teaching of mathematics appropriate to primary education in order to make decisions with regard to meeting the needs of young children as mathematics learners. (F, Sp)
4001 Mathematics Education Field Experience Mentoring III. Corequisite: 4242. Mentoring course providing access to and support from mathematics education faculty for students during their third level field experience. Students meet once per month with the mathematics education faculty for seminars, discussions, and demonstrations. (Sp)
4053 Elementary Mathematics Curriculum. Prerequisite: 3153, EDEL 4101; corequisite: EDLT 4313, EDSC 4193, EDSS 4323, ILAC 4043. Designed to offer the student means for planning, implementing, and evaluating mathematics instruction. Examination of the elementary curriculum will provide the basis for understanding and developing specific strategies and materials for teaching elementary mathematics. (F, Sp)
4233 Developing Problem-Solving Environments for Secondary Mathematics Learning. Prerequisite: Mathematics 2433. Focuses on the development of problem-solving environment for middle and high school mathematics learning. Emphasizes student characteristics, issues of equity and diversity, theories of teaching and learning, and current best practices from research into mathematics teaching and learning. Areas of focus will include problem-centered learning, appropriate uses of technology, and inclusion of historical and interdisciplinary topics in teaching mathematics for all students. (F)
†G4242 Fundamental Concepts and Methods of Teaching Secondary Mathematics. Prerequisite: nine hours of education, senior standing; corequisite: 4001. Math 4232 is recommended. Fundamental concepts of mathematics relevant to the secondary school mathematics curriculum; an overview of the secondary mathematics curriculum, its development and appropriate instructional methods; current issues in mathematics education pertinent to the secondary teachers. For major credit only for those in teacher certification programs. (F)
4243 Fundamental Concepts & Methods of Teaching Secondary Mathematics. Prerequisite: nine hours of Education and senior standing. Completion of 4233 is recommended. Fundamental concepts of mathematics relevant to the secondary school mathematics curriculum. An overview of the secondary mathematics curriculum, its development and appropriate instructional methods; current issues in mathematics education pertinent to the secondary teacher. This course will serve as the senior capstone for the Mathematics Education program. (Sp)
4970 Special Topics/Seminar. Prerequisite: senior standing or permission of instructor. May be repeated with change of content; maximum credit nine hours. Special topics or seminar course for content not currently offered in regularly scheduled courses. May include library and/or laboratory research and field projects. (Irreg.)
G5153 Problem-Centered Learning in Mathematics. Prerequisite: graduate standing. Intended for mathematics teachers at any level, the course is designed so participants can engage in non-routine problem solving as a basis for examining and reflecting on such an approach to the teaching and learning of mathematics. (Irreg.)
G5243 Mathematics Teaching in the Secondary Schools. Prerequisite: graduate standing. Focuses on the development of problem-solving environments for and the content relevant to teaching middle school and high school mathematics including rational numbers, number theory, probability, statistics, functions, algebra concepts, geometry, trigonometry, and calculus. (Irreg.)
G5523 Elementary School Mathematics Curriculum. Prerequisite: graduate standing. Analysis of research, trends, and issues in elementary mathematics teaching. Special attention is given to the research and theoretical bases underpinning curricula. (Irreg.)
G5533 Middle School/High School Mathematics Curriculum. Prerequisite: graduate standing. Analysis of research, trends, and issues in middle school and high school mathematics teaching. Special attention is given to the research and theoretical bases underpinning curricula. (Irreg.)
G5753 Theory and Research in Mathematics Education. Prerequisite: graduate standing. Designed to enhance appreciation for and understanding of research methods and findings in mathematics education. Students explore the history of research in mathematics education, discuss various theories of mathematics learning and understanding, evaluate, synthesize, and critique mathematics education research, understand a variety of research methodologies, and conduct original research. (Irreg.)
G5763 History of Mathematics for Educators. Prerequisite: graduate standing. Designed to offer a sense of the rich history of mathematics as an intellectual pursuit as well as for its practical significance. Will include presentation of methods and materials historical in nature that can be utilized by practicing classroom teachers to motivate and understanding of and appreciation for mathematics. (Irreg.)
G5940 Field Studies in Mathematics Education. 1 to 4 hours. Prerequisite: 12 hours of Education. May be repeated with change of subject matter; maximum credit eight hours. Practical problems in education as defined by members of the classes. Typical topics: defining educational objectives, relating school programs to established objectives, developing teaching-learning aids, organization for participation in developing and evaluating instructional programs, using community resources for learning, improving evaluation procedures. (F, Sp)
G5960 Directed Readings. 1 to 3 hours. Prerequisite: graduate standing and permission of instructor. May be repeated; maximum credit six hours. Directed readings and/or literature review under the direction of a faculty member. (Irreg.)
G5973 Use of Technology in Teaching Mathematics. Prerequisite: graduate standing. Examination of relevant technologies and their uses in and implications for the teaching and learning of mathematics. Special attention is given to developing critical reflective practice and providing perspectives on current trends and issues in mathematics education research. (Irreg.)
G6163 Systems Theory and Learning Organizations. Prerequisite: graduate standing, permission of instructor. Examines system theories, including the development and significance of complex adaptive systems, complexity analyses, and paradigms associated with new science, especially related to the educational context. (Irreg.)
Updated: March 27, 2009