Graduate Course Proposal Form Submission Detail - MAE6362
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- Department and Contact Information
Tracking Number Date & Time Submitted 1835 2005-09-12 Department College Budget Account Number Secondary Education ED 172400000 Contact Person Phone Denisse Thompson or Gladis Kersaint 9742687 firstname.lastname@example.org
- Course Information
Prefix Number Full Title MAE 6362 Senior High Mathematics Methods Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Sen High Math Mth Course Online? Percentage Online -
Admission into the MAT in Mathematics Education (6-12) or CI
This course is designed to prepare teachers for a successful induction to teaching mathematics in the high schools of today. It is designed to bridge the perceived gap between theory and practice.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Teachers preparing to receive initial certification to teach mathematics in grades 6-12 need a course that focuses on curriculum and instructional strategies appropriate for high school mathematics courses.
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This will be a required course in the Master of Arts in Teaching for grades 6-12 mathematics.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
No. We currently have an undergraduate high school methods course. At times, graduate students have taken that class using the generic EDG 6931 number in the college. This course will be designed to meet the needs of students in the MAT program, many of w
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctorate in mathematics education
- Other Course Information
Competent mathematics teachers must accept the challenge to teach all students assigned to their classes in an effective manner. As a result of your active participation in this class you will be able to:
1. Explain how a schoolís mathematics curriculum plan fits the overall view of curriculum and how it aligns with national, state and local standards.
2. Plan for teaching a mathematics course on a long range (year), medium range (unit), and short range (lesson) basis.
3. Assess student progress and assign grades to students in a fair manner.
4. Identify and implement effective instructional strategies that are appropriate for a given task.
5. Incorporate both problem solving and the use of technology in classroom teaching.
6. Work with students of various mathematical abilities, increasing their skills and improving their attitudes towards mathematics and its usefulness in daily life.
7. Explain a professional teacherís varying relationships with administrators, parents, students and other teachers.
8. Explain a teacherís responsibilities for professional growth and development.
9. Initiate an ongoing effort to collect materials for classroom use that promote problem solving, reflect the contributions of people from diverse backgrounds to the field of mathematics, and provide for appropriate uses of technology - especially graphing calculators and computers.
10. Relate actual, observed classroom life to information covered in other university courses about teaching.
11. Investigate research relative to effective mathematics teaching at the secondary school level.
B. Learning Outcomes
1. Students will complete a review of research on a given topic involving effective high school mathematics teaching.
2. Students will complete at least 10 hours in a high school field experience, keep a log of the visits, and respond to detailed prompts provided by the instructor.
3. Students will peer teach a topic of study in high school, using appropraite instructional strategies and questionning techniques.
4. Students will develop a file of lessons and activities appropriate for use in high school mathematics classes.
5. Students will develop a unit plan on a topic of study for the high school mathematics classroom.
6. Students will demonstrate mastery of content needed to pass the Florida subject matter exam in mathematics for grades 6-12.
C. Major Topics
1. Professional responsibilities of teachers
2. Ethical behavior
3. Leadership structures
4. Learning theories and curriculum
5. Knowledge of mathematics for teaching
6. Assessment issues at high school
7. Lesson and unit planning
8. Instructional methods: questioning, inductive and deductive models,
9. Use of technology in teaching mathematics
10. Problem solving
Posamenter and Stepelman. Teaching Secondary School Mathematics. (6th. Ed.). Merrill, 2002.
Brumbaugh, D. and Rock, D. Teaching Secondary Mathematics. (2nd Ed). Mahwah, NJ: Lawrence Erlbaum, 2003.
Selected readings from The Mathematics Teacher will also be included as appropriate.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information