Graduate Course Proposal Form Submission Detail - MAE7794
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- Department and Contact Information
Tracking Number Date & Time Submitted 1991 2004-02-06 Department College Budget Account Number Secondary Education ED 172400000 Contact Person Phone D. Thompson 42687 firstname.lastname@example.org
- Course Information
Prefix Number Full Title MAE 7794 Preparing Teachers of Mathematics, K-12 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) Prep Tchr Math Course Online? Percentage Online -
Admission to the Ph.D. Program with emphasis in Mathematics Education or CI.
This course focuses on analyzing and examining the research in mathematics teaching and teacher education as it relates to the initial preparation of teachers of mathematics and to the professional development of practicing teachers of mathematics.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Students earning a Ph.D. with an emphasis in mathematics education should have a broad base knowledge of current issues in the preparation of teachers of mathematics to assume positions both as researchers and as mathematics teacher educators.
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?
Required in the major.
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 or related field.
- Other Course Information
Upon completion of this course, students will demonstrate the following:
1. Knowledge about the major research paradigms for the study of mathematics teaching, both past and present.
2. Knowledge of the theoretical and research literature on mathematics teaching and mathematics teacher education.
3. Knowledge about the recommendations of various professional groups for teacher education programs in mathematics and the various program options currently being employed.
4. The ability to design a research study on teaching mathematics or on mathematics teacher education and to situate it within the body of literature.
5. The ability to use the standards of the profession in scholarly writing in mathematics education.
B. Learning Outcomes
• Article abstracts will provide information regarding a student’s ability to read a research report and identify key components of such a report.
• Course discussion will be used to provide insights regarding course readings.
• Two research summary reports will provide an evaluation of a student’s ability to synthesize information from course readings.
• The review of the literature regarding a specific topic in mathematics education will reveal students’ ability to conduct an examination of the research literature and to synthesize the research literature.
• The presentation will give the students an opportunity to present the information gleaned from the literature review.
• An exam will provide evaluation of students’ ability to respond to questions related to topics addressed in the course.
C. Major Topics
1. Paradigms for research on teaching
2. Paradigms in the study of teaching & teaching research
3. Teacher knowledge
4. Perspectives of mathematics teaching
5. Teacher’s beliefs, attitudes, and decision-making
6. Overview of research on mathematics teacher education
7. Mathematics teacher education
8. Studies of learning to teach mathematics
9. Recommendations and models of preservice programs
10. Tools in teacher education: Hypermedia, cases, reflection
11. Professional development: Issues, recommendation, & research in inservice teachers’ education
The course text will be a selection of research articles that address each of the topics listed in the content outline. These articles will change for each implementation of the course to allow for the inclusion of historical overview and current research reports. Additional readings may be included such as:
Conference Board of the Mathematical Sciences. (2001). The Mathematical Education of Teachers (parts 1 & 2). Washington, DC: Mathematics Association of America (Available at www.ams.org or www.maa.org )
Smith, M. S. (2001). Practice-based Professional Development for Teachers of Math
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