MHE501 Topics in Mathematics for Teachers: Numbers & Operations (3sh)
Content and methods for teaching whole numbers, fractions, decimals, percents, ratio and proportion will be studied. The course will address recent research on the development of number and operation sense and what conceptual understanding should be established in the elementary school. The course will also examine the impact and role of technology, the development of a problem solving based curriculum, assessment, and addressing individual differences.
MHE502 Topics in Mathematics for Teachers: Algebra (3sh)
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 in various contexts and branches of mathematics (number, geometry, measurement, data, and chance). The course will examine the use of technology in building understanding of algebraic concepts.
MHE510 Topics in Mathematics for Teachers: Geometry (3sh)
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 strands of mathematics. The course helps teachers develop problem solving, spatial thinking, and inductive and deductive reasoning as they explore, make conjectures, test their ideas, and formalize conclusions, using appropriate technologies.
MHE511 Topics in Mathematics for Teachers: Number Theory (3sh)
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 teachers 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, iterations, recursion, and mathematical induction.
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MHE512 Topics in Mathematics for Teachers: Statistics and Probability (3sh)
Statistics and probability theory are taught with an emphasis on the development of an intuitive understanding of statistics and a critical approach to their uses. Teachers will gain a strong sense of the importance of statistical applications to real world problems and will have opportunities to evaluate the use and misuse of statistics. Quantitative literacy will be developed by experimentation and the generation, investigation and analysis of data. Topics include: survey design and analysis, sampling procedures, data analysis; data representation, inference, reliability and validity, bias, randomness, statistical significance, fairness of games, theoretical probability and counting techniques, confidence statements, simulations, central limit theorem, normal distribution, measures of central tendency.
MHE485 Advanced Methods for Teaching Middle School Mathematics (3sh)
This course is based on the NCTM Standards and focuses on methods by which teachers can engage their students in doing mathematics by using the five processes advocated by NCTM (problem solving, reasoning and proof, making connections, communicating ideas, and creating representations). These processes are used to build knowledge in the five areas of the school mathematics curriculum, as shown in the five content standards of NCTM. In addition to examining the curriculum and methods, teachers will also develop capability at using materials and technology appropriate for the middle grades.
MLE500 The Middle School: An Overview (3sh)
This course provides an interactive classroom experience with models and examines the history and philosophy in middle level education with an emphasis on the development of the young adolescent’s unique schooling needs. Emphasis is placed on the Physical, Intellectual, Emotional, Social, Spiritual (PIESS) Plus (gender, cultural, moral, socio-economic) development of the young adolescent and the implication on living and learning. The class examines relationships between the development characteristics of young adolescents, their culture, and middle level educational best practices, and prepares the middle level educator for the multifaceted role as facilitator, guide, collaborator, and advisor.
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