**Graduate Course Proposal Form Submission Detail - MAE6654**

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**Current Status:**
Approved, Permanent Archive
- 2011-03-14

**Campus:** St Petersburg

**Submission Type:** New

**Course Change Information (for course changes only):**

**Comments:** USF STPT approved 10/4/10; To USF Institutions for concurrence by 10/15/10. SCNS approved. Effective 3/28/11. posted in banner effective 201105

**Department and Contact Information**__Tracking Number____Date & Time Submitted__**2352****2010-06-09**__Department____College____Budget Account Number__Childhood Education and Literacy Studies EP STP/10000 172100 __Contact Person____Phone____Email__George J. Roy 7278734646 royg@mail.usf.edu

**Course Information**__Prefix____Number____Full Title__MAE 6654 Teaching Technology-Enhanced Algebra in the Middle Grades Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 __Credit Hours____Section Type____Grading Option__3 D - Discussion (Primarily) R - Regular __Abbreviated Title__(30 characters maximum)Tech Enhnc Algebra Mid Grades __Course Online?____Percentage Online__C - Face-to-face (0% online) 0 __Prerequisites____Corequisites____Course Description__Develops algebraic thinking appropriate for middle grades teachers using technology. Topics include fundamental concepts in algebra. The framework used in the course will develop a teacher's technological pedagogical content knowledge.

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

Needed for new program/concentration/certificate

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?

Using a digital curriculum based on extensive evidence of effectiveness to teach middle grades mathematics supports several critical educational needs, including:

Student success in middle grades mathematics, directly correlated with future success in the advanced math required for access to college and success in the fields of Science, Technology, Engineering, and Mathematics (STEM).

Sustainable implementation using curriculum, technology and teacher professional development.

Conceptual understanding of teaching and learning mathematics.

Technological knowledge based on digital enhancements to deepen mathematical learning, and increased teacher effectiveness.

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

No

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

**Other Course Information**A. Objectives

Upon completion of this coruse, students will demonstrate the following knowledge or abilities:

Content and Pedagogical Knowledge (*indicates technology enhanced).

1. Analyze relationships between and within tables, graphs, and rules to determine the impact when changing parameters of given functions and to predit missing or subsequent terms in numerical, algebraic or pictional patterns. FEAP 2,4,8; NCTM: 1,3,6,7; CLO 1

2. Use properties (e.g. associative, commutative, distributive) to simplify rational and irrational expressions and equations with square roots and other exponents. FEAP: 8; NCTM Standards: 1,2,7; CLO 1.

3.*Represent graph and solve equations or inequalities in one variable arising from real-world situations, and communicate results in understandable ways. FEAP: 2,8; NCTM Standards: 1,6,7; CLO: 1

4. *Use ratios, proportions, and matrices to interpret and represent real-world or mathematical problems. (SimCalc) FEAP: 2,4,8; NCTM Standards: 1,6,7; CLO: 1.

5. *Graph, solve, and interpret the slope and intercept of a linear equation arising from a real-world setting, graph a linear inequality in the coordinate plane. (Graphing calculators, SimCalc). FEAP: 2,4,8; NCTM Standards: 1,6,7; CLO: 1.

6. *Determine the equation of a line and construct lines perpendicular or parallel to a given line. (SimCalc, GSP). FEAP: 8; NCTM Standards 1,7; CL): 1.

7. Factor polynomials, including finding the greatest common monomial factor. FEAP: 8; NCTM Standards: 1; CLO: 1.

8. *Use graphing, substitution, and elimination to solve a system of linear equations, find the solution set of a system of linear inequalities. (Graphing calculators). FEAP: 8; NCTM Standards: 1; CLO: 1.

9. Solve quadratic equations and inequalities arising from real-world settings by completing the quare, by the quadratic formula, and by factoring. FEAP: 8, NCTM Standards: 1,7; CL): 1.

10. *Determine the number of solutions to a quadratic equation - zero, one, or two - by using the discriminant or by using its graph (Graphing calculators). FEAP: 8; NCTM Standards: 1,7; CLO: 1.

11. *Graph quadratic functions and identify graphs of relations involving quadratic inequalities (Graphing calculators)*. FEAP:8; NCTM Standards: 1; CLO: 1.

12. Specify the doman and range of given functions. FEAP: 8; NCTM Standards: 1; CLO: 1.

13. *Knowledge of integers, integer operations, and means of modeling the operations concretely. (Use GSP, version 5 applet on helium balloons). FEAP: 4,7,8; NCTM Standards: 1,2,6,7; CLO: 1,4.

14. Understand the recent history of school algebra, including the ethics of the "algebra for all" movement. FEAP: 6,8; NCTM Principles 1, Standards 6; CLO: 1,3,5,7.

B. Learning Outcomes

Summary Standards, Competencies and Candidate Learning Outcomes addressed in this course:

USF St. Ptersburg Candidate Learning Outcomes (CLO)

CLO: 1 (Sunject Matter), 3 (Value and Respect all students), 4 (Teaching Cycle), 5 (Work Collaboratively to Advocate for Social Justice), 7 (Critically Analyze Situations and Advocate for Just Solutions).

Florida Educator Accomplished Practices (FEAP)2 (Communication), 4 (Critical Thinking), 6 (Ethics),7 (Human Development and Learning), 8 (Knowledge of Subject Matter),

NCTM Principles and Standards:

Principles 1 (Equity), 2 (Curriculum), 3 (Teaching), 4 (Learning), 5 (Assessment), 6 (Technology)

Standards 1 (Algebra), 2 (Number and Operations), 3 (Problem Solving), 4(Reasoning and Proof, 5(Communication), 5 (Connections), 7 (Representation).

Florida Math Competencies for Middle Grades Teachers

25.5.10 Knowledge of ratio and proportion

25.6 Knowledge of algebraic thinking - all (25.6.1-25.6.25)

C. Major Topics

D. Textbooks

Papick, Ira J., (2007) Algebra Connections: Mathematics for Middle School Teachers, Upper Saddle River, NJ:Pearson Prentice Hall.

Greenes, Carole E. (Ed), and Rheta Rubenstein (Ed.), (2008) Algebra and Algebraic Thinking in School Mathematics, Reston, VA NCTM

E. Course Readings, Online Resources, and Other Purchases

Friel, Susan, Sid Rachlin, and Dot Doyle, (2005) Navigating Through Algebra in Grades 6-8, Reston, VA: NCTM

Managing the Soccer Team: A 7th grade unit on rate and proportionality, from SRI International, commonly called SimCalc.

F. Student Expectations/Requirements and Grading Policy

Grade Scale:

A+: 100-98%

A: 97.9-94%

A-:93.9-90%

B+: 89.9-88%

B: 87.9-84%

B-: 83.9-80%

C+: 79.9-78%

C: 77.9-74%

C-: 73.9-70%

D+: 69.5-67%

D: 66.9-64%

D-: 63.9-60%

F: Below 60%

G. Assignments, Exams and Tests

1. Two exams - a midterm and a final - will measure the content and pedagogical knowledge acquired by students. To align the exams with the way class will be conducted, each exam will have technology-embedded questions.

2. Outside assignments will be given by the instructor every other week to relate the Papick textbook to the NSF-funded middle grades mathematics series with which it purports to connect. The assignments will situate the learning of the college-level algebra with its connection to topics the preservice teacher will be teaching in their careers. Selected individuals will share their analyses on Blackboard each week.

3. At the beginning of the semester, each student will write a paper on the recent history of the "Algebra for All" call popularized in the early 1990s. This paper will include analyses of data from the 1980s that show a strong correlation with success in high school algebra and graduation rates from college, and will include subsequent efforts to make algebra accessible to all students. Robert Moses' work, for example, will be a factor cited in most papers.

H. Attendance Policy

Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

I. Policy on Make-up Work

Plagiarism is defined as "literary theft" and consists of the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well a ideas and facts that are not generally known to the public at large must be attributed to its uathor by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.

Punishment for Academic Dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.

The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1)request that assignments be submmitted to me as electronic files and 2) electronically submit assignments to Turnitin.com. Assignments are compared automatically with a huge database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. For more information, go to turnitin.com and http://www.ugs.usf.edu/catalogs/0304/adadap.htm@plagiarism.

J. Program This Course Supports

Graduate Certificate in Middle Grades Digitally-Enhance Mathematics Education (MG DEME)

**Course Concurrence Information**

* - if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.*