500

This is a mathematics course for prospective and in-service teachers. It addresses number and operations as they occur in a comprehensive elementary and middle school mathematics curriculum using problem solving, reasoning, representations, connections and communication to understand the application of number to other areas of mathematics and the real world. Prerequisite(s): none. 3 semester hours

This course is designed to strengthen teachers' conceptual understanding of important ideas of algebra and to examine how they are best taught and learned. A problem-solving emphasis is used to study algebra from four perspectives (language and representation, functions, modeling, and structure) and its applications in various contexts and branches of mathematics (number, geometry, measurement, data, and chance). This course will examine the use of technology in building understanding of algebraic concepts. Prerequisites: Intermediate Algebra. Students are expected to bring a graphing calculator. 3 semester hours

This course examines current and past trends and issues in mathematics education. In particular, the course focuses on research related to the mathematics curriculum, students' learning, mathematics teaching, assessment, and classroom environment as well as how these areas work together to promote the development of students' mathematical understanding. Prerequisite(s): Consent of program advisor 3 semester hours

This investigative study of geometry involves an active examination of geometric concepts and thinking from several perspectives including: patterns and relationships, shapes in space and the plane, transformations, measurement, and geometric representations of concepts in various branches of mathematics. The course helps students develop problem solving, spatial thinking, as well as inductive and deductive reasoning as they explore, make conjectures, test their ideas, and formalize conclusions, using appropriate technologies. This course can be applied to middle school math endorsement Prerequisite: MHE450 or equivalent, or holder of 03 or 09 certificate. 3 semester hours

This course focuses on number theory content which is relevant to the school mathematics curriculum. Number theory is taught via a problem solving approach with connections to geometry, logic and probability. Explorations with and conjecturing about number patterns provide experiences from which students study various topics including: factors, primes, and prime factorization; counting techniques; greatest common factor (GCF) and least common multiple (LCM); divisibility; number patterns (e.g., Pascal's triangle, polygonal numbers, Pythagorean triples; Fibonacci numbers); Diophantine equations; remainder classes and modular arithmetic, iteration, recursion, and mathematical induction. Prerequisites: MHE450 or equivalent; or consent of program advisor. 3 semester hours

Statistics and Probability is a study of reasoning under uncertainty using empirical information. This course will emphasize the thinking skills needed for developing an intuitive understanding of statistics and probability with a critical approach to their use. Practitioners will gain a strong sense of the importance of their applications to real world problems. Connections to other subjects in the curriculum will be explored. Knowledge will be developed using experimentation and the generation, investigation, and analysis of data. Prerequisite(s): MHE450 or equivalent or consent of program advisor. 3 semester hours

Perspectives on Exceptionality in Mathematics Learning is taught with an emphasis on assessing the mathematical knowledge of students and providing appropriate experiences to allow them to advance as far as possible. Accommodations for the entire range of special needs in students are explored to enable teachers to provide differentiated experiences. These skills are developed through problem solving involving expansions in both directions including gifted, so all children are challenged. This course includes opportunities to map conceptual units that define the product of learning in topics like rational numbers, basic operations, problem solving, algebraic thinking, etc. for the span of learning abilities. Prerequisite(s): Certified teacher or consent of instructor 3 semester hours

The purpose of this course is to build students' knowledge of the theory, research base and practice of early intervention in mathematics. It will also include specific assessments for identifying a child's current level of mathematical understanding and some explicit application of the early intervention. Prerequisite(s): Teaching certification 3 semester hours

This is the second course in a two-course sequence designed to prepare students to become Math Intervention Specialist Teachers. Based upon the knowledge and practice in the first course, students will expand the applications, interventions, activities, environments and support, based on the Instructional Framework in Number (IFIN) through extensive practicum experiences with children. Note: MHE550B extends throughout the school year. Students receive a final grade after the final requirements have been completed during the Spring term. Prerequisite(s): Teacher Certification and completion of MHE550A. 3 semester hours

1-4 semester hours

1-4 semester hours

1–4 semester hours

1–4 semester hours

1–4 semester hours

This seminar is a culminating experience that is designed to help teachers in the mathematics education program integrate their knowledge of historical, political, and socio-cultural perspectives on equity, and access, and excellence in the mathematics education begun earlier in the program. They will examine research and practice on professional development, leadership, and educational change as they relate to mathematics education. In addition, they will complete the research study begun in ESR505. Prerequisite(s): ESR505 Educational Inquiry and Assessment 3 semester hours

1-3 semester hours