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Graduate Course Proposal Form Submission Detail - MAE6333

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Current Status: Approved, Permanent Archive - 2004-07-02
Submission Type:
Course Change Information (for course changes only):

  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1984 2004-02-17
    Department College Budget Account Number
    Secondary Education ED 172400000
    Contact Person Phone Email
    Denisse Thompson 42687

  2. Course Information

    Prefix Number Full Title
    MAE 6333 Algebra for Middle Grades Teachers

    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)
    Algebra Mid Grades Tchrs
    Course Online? Percentage Online


    Admission into the MAT in Middle Grades Mathematics or CI. Completion of MAE 6173, MAE 6333, MAE 6334, and MAE 6335.


    Course Description

    This course examines in algebra content appropriate for middle grades mathematics teachers, including the use of technology to study algebra. Teachers experience instructional approaches appropriate for use in middle grades algebra classrooms.

  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Data analysis and probability is one of the five strands in the Sunshine State Standards. Middle grades teachers need a strong conceptual understanding of statistics and probability in order to teach the appropriate content from this strand in the middle

    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.

    Algebraic thinking is one of the five strands in the Sunshine State Standards. Middle grades teachers need a strong conceptual understanding of algebra content and the processes appropriate for teaching algebra in order to prepare students taking algebra in either the middle grades or in high school.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    1 (Fall 1993)

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctorate in mathematics education

  4. Other Course Information

    A. Objectives

    1. Knowledge about various conceptions of algebra;

    2. The ability to use variables in multiple ways, including the use of variables to generalize patterns;

    3. The ability to solve linear equations and inequalities;

    4. The ability to graph lines, find their slope, and find the equations of lines given appropriate information;

    5. The ability to simplify expressions involving exponents, whether the exponents are integer, rational, or real;

    6. Knowledge of models for linear equations and functions, applications for which such models are appropriate, and ways to fit linear models to data;

    7. The ability to solve quadratic equations and model quadratic functions;

    8. The ability to solve exponential equations and model exponential functions;

    9. Knowledge of major historical developments in algebra;

    10. The ability to use appropriate technology to demonstrate multiple representations of functions.

    B. Learning Outcomes

    Exams or tests will evaluate students' content knowledge on the major content topics in the course. Students will have to pass the final, comprehensive exam in order to pass the course.

    Problem sets will evaluate students' ability to explore open and extended problems.

    Historical paper will give students an opportunity to explore the historical background of an algebra topic.

    External project will have students engage in an algebra content project of the instructor's design or of their own approved design.

    A journal will provide on-going evaluation of students' facility with the content of the course and emphasize the importance of writing throughout the curriculum.

    C. Major Topics

    1. Conceptions of algebra

    2. Variables and their uses

    3. Exploring patterns and representing patterns algebraically

    4. Simplifying expressions

    5. Exponents

    6. Linear equations and inequalities

    7. Functions and functional notation

    8. Graphical representations of functions

    9. Applications of linear functions, models giving rise to linear functions, fitting lines to data

    10. Quadratic functions and models

    11. Exponential functions and models

    12. Polynomials and their applications

    13. Historical connections to algebra

    D. Textbooks

    Sample text: Usiskin, Zalman, Anthony Peressini, Elena Anne Marchisotto, and Dick Stanley. Mathematics for High School Teachers: An Advanced Perspective. Upper Saddle River, NJ: Pearson Education, 2003. (Chapters 2-4)

    Supplemental texts: The following units from the Connected Mathematics Project are possible texts.

    Variables and Patterns

    Say It With Symbols

    Growing and Going Exponentially

    (Glenda Lappan, James T. Fey, William M. Fitzgerald, Susan N. Friel, and Elizabeth Difanis Phillips. Menlo Park, CA: Dale Seymour Publications, 1998.)

    These modular units might be supplemen

    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

  5. Course Concurrence Information

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