Graduate Course Proposal Form Submission Detail - MAE6945
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- Department and Contact Information
Tracking Number Date & Time Submitted 1980 2004-02-17 Department College Budget Account Number Secondary Education ED 172400000 Contact Person Phone Denisse Thompson 42687 email@example.com
- Course Information
Prefix Number Full Title MAE 6945 Practicum in Mathematics Education 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) Practicum Math Ed Course Online? Percentage Online -
Admission into a graduate initial certification program in mathematics education
This practicum provides individuals in the MAT program in mathematics education with early field experiences in mathematics classrooms at the middle or high school levels, depending on the program of study.
A. Please briefly explain why it is necessary and/or desirable to add this course.
The state requires that individuals pursuing initial certification have structured early field experiences prior to the internship experience. This practicum provides an opportunity for prospective teachers to teach lessons in a supervised environment.
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 course is required in the MAT in Middle Grades Mathematics.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
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
1. The ability to examine the nature of the content in tasks presented to students, the use of questioning, the use of motivation and teaching strategies, the verbal interactions of students, the use of class time, and the use of task orientation of individuals or groups of students.
2. The ability to examine, develop, implement, and reflect on lessons created and taught in a mathematics classroom.
3. The ability to examine issues related to diversity in the classroom in terms of teacher expectations and stereotyping.
4. The ability to conduct case studies to examine the thinking of students.
B. Learning Outcomes
• Candidates will complete a series of focused reflections based on guidelines provided by the instructor.
• Candidates will work with a small group of students on a regular basis to provide assistance according to students’ needs and document the experiences.
• Candidates will work with an individual student on a regular basis to provide assistance according to the student’s needs and document the experience.
• Candidates will teach at least 6 lessons, to include at least one lesson dealing with technology, at least one using guided discovery, at least one using cooperative groups, and at least one with an interdisciplinary connection. Candidates will submit written reflections about the lessons along with their lesson plans.
C. Major Topics
1. Developing and delivering instructional plans
2. Conducting case studies of children’s thinking
3. School culture
Artzt, A. F. and E. Armour-Thomas. Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.
Note: The actual text and any related readings will be selected at the time the course is offered in order to permit the most current materials to be used.
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