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Graduate Course Proposal Form Submission Detail - MAE7146
Tracking Number - 1993

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

Detail Information

  1. Date & Time Submitted: 2004-02-06
  2. Department: Secondary Education
  3. College: ED
  4. Budget Account Number: 172400000
  5. Contact Person: D. Thompson
  6. Phone: 42687
  7. Email:
  8. Prefix: MAE
  9. Number: 7146
  10. Full Title: Curriculum History/Research Mathematics Education
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Curr Hist & Research Math Ed
  19. Course Online?: -
  20. Percentage Online:
  21. Grading Option: R - Regular
  22. Prerequisites: Admission to the Ph.D. Program with emphasis in Mathematics Education or CI.
  23. Corequisites: None
  24. Course Description: This course surveys curriculum history in mathematics education, discusses current research on mathematics education curricula, and explores issues related to conducting research on curriculum in this field.

  25. 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 historical perspective on mathematics curriculum in the United States, should be knowledgeable of current curricular research, and should be conversant with issues related to
  26. 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.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes. 1.
  28. 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.
  29. Objectives: Upon completion of this course, students will demonstrate the following:

    1. Knowledge of the historical forces shaping mathematics curriculum in schools in the 19th century.

    2. Knowledge of the historical forces shaping the mathematics curriculum in schools throughout the 20th century, including knowledge of major reports impacting the mathematics curriculum.

    3. Knowledge of curriculum issues shaped by international studies of mathematics achievement.

    4. Knowledge of some of the major curriculum projects in mathematics education and research on the impact of these projects on students’ learning.

    5. Knowledge of some of the major forces shaping mathematics curriculum issues in the 21st century.

    6. The ability to use the standards of the profession in scholarly writing in mathematics education.

  30. Learning Outcomes: • Course discussion will be used to provide insights regarding course readings.

    • Report summary will provide an evaluation of a student’s ability to synthesize a major curriculum report for an audience and deliver that report in a specified time limit.

    • The curriculum thread provides students an opportunity to trace the development of a concept in the curriculum for the last 75 years to see how the discussion of topics in the curriculum evolves over time. This summary and synthesis also provides an opportunity to determine how current reports for reform in a given era are implemented in the curricula of that era.

    • The curriculum research summary provides students an opportunity to synthesize the research about a current curriculum project and relate the research to reform efforts.

    • A final exam provides students an opportunity to demonstrate knowledge of broad issues related to curriculum research that are present in major eras.

  31. Major Topics: 1. Historical perspectives on mathematics curriculum: 19th century issues

    2. Historical perspectives on mathematics curriculum: 20th century issues

    3. New approaches to looking at curriculum: NCTM Standards and other national recommendations

    4. Curriculum analysis from the Third International Mathematics and Science Study

    5. Current research on elementary mathematics curricula

    6. Current research on middle grades mathematics curricula

    7. Current research on high school mathematics curricula

    8. Issues in conducting curricular research

  32. Textbooks: Required:

    The Saber-Tooth Curriculum by J. Abner Peddiwell

    McGraw Hill, 1939

    On the Shoulders of Giants by Lynn Arthur Steen

    National Academy Press, 1990

    Standards-Based School Mathematics Curricula: What Are They? What Do Students Learn? edited by Sharon L. Senk and Denisse R. Thompson

    Lawrence Erlbaum Associates, 2003.

    A History of Mathematics Education in the United States and Canada

    National Council of Teachers of Mathematics, 1970

    The Underachieving Curriculum by Curtis C. McKnight, F. Joe Crosswhite, John A. Dossey, Edward Kifer, Jane O. Swafford, Kenneth J

  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy:
  37. Policy on Make-up Work:
  38. Program This Course Supports:
  39. Course Concurrence Information:

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