Mathematics Education (MTED)


MTED 290. EARLY MATH PRACTICUM. 3 Credits.

Pre-requisites: MTED 390 or permission of Mathematics Education Committee.
This course is primarily an early field experience for students majoring in mathematics education. Students are in a classroom, co-plan and co-teach lessons, tutor students and participate in seminar.

MTED 299. DIRECTED STUDY. 1-5 Credits.

Independent/Directed Study.

MTED 390. METHODS OF TEACHING ELEMENTARY SCHOOL MATHEMATICS. 5 Credits.

Pre-requisites: MATH 211 and MATH 212 or department approved equivalents; EDUC 310 or concurrent enrollment.
This course is designed to teach current methods for teaching math (grades K–8).

MTED 392. METHODS OF TEACHING SECONDARY MATH I. 3 Credits.

Pre-requisites: EDUC 200, MATH 225.
This course is designed to address the development and evaluation of select content and process standards involved in middle and early high school algebra: measurement, modeling, equivalence, algebraic manipulation, proportion and communication in middle and high school. It includes the use of traditional, technological and manipulative materials consistent with current theory and practice.

MTED 393. METHODS OF TEACHING SECONDARY MATHEMATICS II. 3 Credits.

Notes: if through communication with your major and minor advisors you determine that taking MTED 393 concurrently with EDUC 413 will result in an overload, please contact the instructor of MTED 393.
Pre-requisites: MTED 392 and concurrent enrollment in EDUC 413.
This course is designed to address the development and evaluation of select content and process standards involved in the preparation of students for calculus: variation, algebra, functions, rate of change and communication in high school. It includes the use of traditional, technological and manipulative materials consistent with current theory and practice.

MTED 396. EXPERIMENTAL. 1-5 Credits.

Experimental.

MTED 399. DIRECTED STUDY. 1-6 Credits.

Independent and directed study.

MTED 412. ADVANCED METHODS OF TEACHING K-8 MATHEMATICS. 5 Credits.

Pre-requisites: MTED 390 and MATH 311 or MTED 493 or approval of the instructor; and CPLA 100 and CPLA 101 or the equivalent.
Advanced course in methods of teaching math (grades K–8), including the (required) use of technology. Focused on the teaching of topics in measurement, probability and statistics, algebraic reasoning, ratio and proportion and geometry.

MTED 490A. SENIOR CAPSTONE: ELEMENTARY PRACTICUM. 5 Credits.

Pre-requisites: MTED 390 and MTED 412 and senior standing.
Satisfies: senior capstone university graduation requirement.
This course is a practicum for students majoring in Mathematics Education. The students will do a pre-student teaching classroom experience in a K-12 mathematics classroom (3 credits) and participate in a a seminar (2 credits). Lessons will be planned and taught. Emphasis will be on putting educational theory into practice and reflecting on the process, particularly in the areas of problem solving, the NCTM Standards, use of manipulative materials and assessment. MTED 490A will fulfill the Senior Capstone requirement for the BAE Math/Elementary majors, and MTED 490B will fulfill the Senior Capstone requirement for the BAE Math/Secondary majors.

MTED 490B. SENIOR CAPSTONE: SECONDARY PRACTICUM. 5 Credits.

Pre-requisites: MTED 393 and senior standng.
Satisfies: senior capstone university graduation requirement.
This course is a practicum for students majoring in Mathematics Education. The students will do a pre-student teaching classroom experience in a K-12 mathematics classroom (3 credits) and participate in a a seminar (2 credits). Lessons will be planned and taught. Emphasis will be on putting educational theory into practice and reflecting on the process, particularly in the areas of problem solving, the NCTM Standards, use of manipulative materials and assessment. MTED 490A will fulfill the Senior Capstone requirement for the BAE Math/Elementary majors, and MTED 490B will fulfill the Senior Capstone requirement for the BAE Math/Secondary majors.

MTED 493. METHODS OF TEACHING SECONDARY MATHEMATICS III. 3 Credits.

Notes: if through communication with your major and minor advisors you determine that taking MTED 493 concurrently with EDUC 341 will result in an overload, please contact the instructor of MTED 493.
Pre-requisites: MTED 393, MATH 370 and MATH 380 or MATH 385. Concurrent: EDUC 341.
This course is designed to address the development and evaluation of select content and process standards–geometry, measurement, statistics, probability, problem solving, connections and communication in the middle and high school. The course includes the use of traditional, technological and manipulative materials consistent with current theory and practice.

MTED 499. DIRECTED STUDY. 1-5 Credits.

Directed Study.

MTED 525. ASSESSMENT AND MATHEMATICS LEARNING. 3 Credits.

Pre-requisites: graduate standing.
This course explores the relationship between assessment and mathematics learning. In particular, we will focus on the forms and purposes of assessment in the mathematics classroom, including the alignment of assessment to instruction, use of multiple sources of assessment information as evidence of learning and appropriate methods. Through readings, discussion and a hands-on problem-centered approach, students will extend their understanding of the research on assessment and the roles of assessment in K–9 mathematics classrooms.

MTED 527. TECHNOLOGY IN MATH TEACHING. 3 Credits.

Pre-requisites: graduate standing.
This course will explore the appropriate use of technology in mathematics education from philosophical, social, theoretical and pedagogical perspectives. It will provide perspectives on current and future trends and issues regarding the use of technology in mathematics teaching and learning. Students will use technology to solve mathematical problems, create mathematical demonstrations and construct new ideas of mathematics. Special attention is devoted to developing a deep understanding of the appropriate use of technology to explore and learn mathematics.

MTED 529. TOPICS IN MATH EDUCATION. 3 Credits.

Notes: may be repeated for credit with different topics.
Pre-requisites: graduate standing.
This course includes topics regarding the teaching and learning of mathematics selected depending on the interest of the class and instructor. Possible topics may include (but are not limited to): history and culture of mathematics, history of mathematics education, systems theory and learning and equity. Topics will be specified in the section subtitle.

MTED 590. MATH METHODS FOR ELEMENTARY TEACHERS. 5 Credits.

Pre-requisites: bachelor’s degree or permission of instructor.
Designed to expose participants to a variety of instructional techniques for teaching mathematics concepts and skills at the K–8 level. Strengths and weaknesses of different techniques, such as lecture demonstration, small-group activities and problem solving are modeled and discussed.

MTED 592. THEORY AND RESEARCH IN MATHEMATICS EDUCATION. 3 Credits.

Pre-requisites: graduate standing.
This course is designed for graduate students in mathematics education who intend to pursue or further teaching careers. This course will explore the history of research in mathematics education; discuss various theories of mathematics learning; evaluate, synthesize and critique mathematics education research; and become acquainted with a diverse sample of quantitative and qualitative studies in mathematics education, as well as, with issue of current interest within the community. The course will be focused on issues that mathematics teachers should understand and investigate; including both content and research methods. In addition, students will be expected to select a mathematics content and/or pedagogical topic for particular emphasis in the course and conduct a research review. Students will leave the course with an understanding of the history of mathematics education research and of the use of research to inform teaching practice.

MTED 599. INDEPENDENT STUDY. 1-6 Credits.

MTED 694. MATHEMATICS MIDDLE LEVEL TEACHING INTERNSHIP. 4 Credits.

Pre-requisites: four courses from the MATH 510 to MATH 516 series and MTED 525 or MATH 528.
This course is a field experience in a middle level mathematics classroom. Candidates will demonstrate competency at designing and implementing mathematics instruction, guided by continuous formative assessment, that enables a broad diversity of learners to construct meaning, create and defend conjectures, solve problems, utilize procedures and notation, and monitor their learning.

MTED 695. MATHEMATICS EDUCATION INTERNSHIP. 6 Credits.

Pre-requisites: graduate standing; permission of the instructor, department chair and college dean.
The theories of teaching and learning mathematics explored in MATH 592 Theory and Research in Mathematics Education are made practically relevant in this course, as student teach classes such as MATH 211 or MATH 212 while being mentored by faculty having experience with those classes. One-hour weekly seminars complement the in-class teaching assignment.