500

This course develops a deep understanding of number and operations as they occur in a comprehensive elementary and middle grade mathematics curriculum enabling prospective and in-service teachers to help their students succeed in mathematics. The course focuses on why mathematics works the way it does and links principles to applications in the real world. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is intended to strengthen prospective and in-service teachers’ understanding of 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. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course focuses on increasing knowledge of mathematics, mathematics pedagogy including analyzing classroom practice, and leadership development including practical experiences for mathematics leaders in authentic educational settings (includes a 50 hour practicum). Activities emphasize study and discussion of factors that affect teaching and learning of mathematics. Pre-requisite(s): MHE501, MHE503, MHE523, MHE541, MHE542, or consent of program coordinator. Co-requisite(s): None. 3 semester hours

This course provides a study in select topics in calculus and discrete mathematics. The calculus topics include parametric, polar, and vector functions; sequences and series; and multivariate functions. The discrete mathematics topics include discrete structures including sets, relations, functions, graphs, trees, and networks; propositional and predicate logic; and applications of discrete structures such as modeling and designing data structures. The historical development and perspectives of calculus and discrete mathematics will also be presented in this course. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

In this course teacher candidates examine and evaluate issues in the field, including curriculum patterns, learning resources, instructional materials, and approaches for integrating mathematics across the curriculum, and reading and writing for mathematics. Candidates study and demonstrate strategies and techniques for teaching diverse learners mathematics and creating an equitable learning community in the classroom. They examine differentiated instructional approaches to accommodate various learning needs in mathematics instruction. Candidates prepare lesson plans, level- appropriate mathematics units, and assessment strategies. Teacher candidates also learn how to integrate technology into the mathematics curriculum. Pre-requisite(s): Admission to the Elementary Education M.A.T. program or consent of M.A.T. program director. For the initial teacher licensure candidates, prerequisite includes ELE 500, EPS 511, FND 510, and MHE 542. Co-requisite(s): None. 2-3 semester hours

This course builds upon the methods of teaching general elementary school mathematics through an in-depth focus on the curriculum, methods, materials, and issues related to the learning and teaching of mathematics in the upper elementary and middle grades (grades 5-8). Pre-requisite(s): MHE 540 or an equivalent math methods class. Co-requisite(s): None. 3 semester hours

This course provides an opportunity for candidates and practicing teachers to develop an understanding of strategies and concepts as they occur in a comprehensive elementary (and middle school) mathematics curriculum. By developing reasoning and problem solving in the areas of number and operations, algebra, geometry, measurement, and data analysis candidates and practicing teachers will help their students succeed in mathematics. Pre-requisite(s): Admission to the M.A.T. program or consent of M.A.T. program director. Co-requisite(s): None. 3 semester hours

This course provides an opportunity for candidates to integrate specific knowledge about mathematics pedagogy, content, and cultural perspectives. Candidates will review research and produce an independent, self-directed research study under the guidance of a faculty mentor. Pre-requisite(s): MHE 485, MHE 501, MHE 502, MHE 503, MHE 510, MHE 511, MHE 512, MHE 515, MHE 523 or consent of the coordinator of the program. Co-requisite(s): None. 3 semester hours

The purpose of this course is to study the properties and relationships of basic algebraic concepts such as patterns and matrices as well as more familiar topics such as polynomials. Emphasis will be on problem solving, generalizing, and the development of algebraic thinking. Appropriate technology will be used to support mathematical reasoning. Candidates will create appropriate mathematical content for a class activity, consistent with the Common Core State Standards, incorporating a variety of strategies for a diverse population of students in the middle school grade levels. Pre-requisite(s): MHE 450 or equivalent or consent of coordinator of the program. Co-requisite(s): None. 3 semester hours

The purpose of this course is to study the properties and relationships of basic geometric concepts such as points, lines, angles, curves, surfaces, and solids. Candidates will be engaged in the construction, description, and analyses of geometric objects. Emphasis will be on informal reasoning, experimental methods, inductive and deductive arguments, and the development of mathematical thinking. Appropriate technology will be used to explore hypotheses and support mathematical reasoning. Candidates will create appropriate mathematical content for a lesson/unit, consistent with the Common Core State Standards, incorporating a variety of strategies for a diverse population of students from the middle through secondary school grade levels. Pre-requisite(s): MHE 450 or equivalent or consent of program coordinator. Co-requisite(s): None. 3 semester hours

Number theory is the study of the whole numbers: their relationships, properties, and characteristics. Candidates will develop mathematical thinking skills and discover deep and subtle relationships between numbers; some of which are familiar to elementary and middle grade students. Candidates will create appropriate mathematical content for a lesson/unit incorporating a variety of strategies for a diverse population of students from the middle through secondary school grade levels. Pre-requisite(s): MHE 450 or the equivalent or consent of program advisor. Co-requisite(s): None. 3 semester hours

Candidates will be introduced to the concepts of statistical variability, randomness, stages of statistical investigations, forming questions that can be answered by data, and creation and implementation of surveys. They will learn about various data collection and data analysis methods and their applications to instructional contexts, and about making data interpretations related to original questions that have been posed. The historical development and perspectives of statistics and probability will also be presented in this course. Pre-requisite(s): MHE450 or equivalent or consent of program coordinator. Co-requisite(s): None. 3 semester hours

This course provides a survey of the historical development of mathematics from ancient times (Egyptians, Babylonians, Greeks and Romans) to early modern and modern times (17th through 21st century) with a focus on problem-solving. The historical context of mathematics is examined through biographies of various mathematicians focusing on the types of problems solved and the methods employed to solve them. Mathematical problems representative of significant contributions in numeration, algebra, geometry, combinatorics, and number theory are emphasized. This course is appropriate for teachers/teacher candidates in the special education, early childhood, elementary, middle, and secondary programs. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The purpose of this course is to develop differentiation strategies for all students including English language learners and students with differing abilities. Candidates develop skills in assessing the match between differentiation strategies that support student academic achievement in mathematics and the attributes of a wide range of students including understanding the role of language, experiences, culture, learning styles, readiness, and abilities. Pre-requisite(s): MHE 542 or the equivalent or MHE 501 or the consent of the coordinator, MHE 549 or equivalent or consent of program coordinator. Co-requisite(s): None. 3 semester hours