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Graduate Course Proposal Form Submission Detail - MAE6650

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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


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2353 2010-06-10
     
    Department College Budget Account Number
    Childhood Education and Literacy Studies EP STP/172100
     
    Contact Person Phone Email
    George J. Roy 7278734646 royg@mail.usf.edu

  2. Course Information

    Prefix Number Full Title
    MAE 6650 Technology-Enhanced Numerical Analysis 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 Num Anlys Mid Grade
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Corequisites

    Course Description

    Examines descriptive analyses of numerical data and probability concepts appropriate for teaching middle grades mathematics using technology.


  3. 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 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.)


  4. Other Course Information

    A. Objectives

    Upon completion of this course, students will demonstrate the following knowledge or abilities.

    Content and Pedagogical Knowledge (*indicates technology-enhanced):

    1. Knowledge about various problem-solving strategies and procedures, including judging reasonableness of results. FEAP: 4,8,12; NCTM Standards: 3,5, Principles: 2,3,4; CLO:1.

    2. *Knowledge of various statistical measures of dispersion, central tendency, and interpretive information related to graphic representations. FEAO: 2,4,8; NCTM Standards: 2,4,5,6,7, Principles: 1,2,5; CLO: 1,8.

    B. Learning Outcomes

    Summary Standards, Competencies and Candidate Learning Outcomes, Learning Outcomes Addressed in this Course:

    Florida Educator Accomplished Practices (FEAPs)

    FEAP: 1 (Assessment), 2 (Communication), 4(Critical Thinking), 7 (Human Development & Learning), 8 (Knowledge of Subject Matter), 9 (Learning Environment), 10 (Planning), 12 (Technology)

    Candidate Learning Outcomes (CLO)

    CLO: 1 (Subject Matter), 2(Environment), 3 (Value and Respect all Students), 4 (Teaching Cycle), 8 (Data-Driven Decision making)

    NCTM Principles and Standards:

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

    Standards: Number and Operations (1), Data Analysis and Probability (2), Problem Solving (3), Reasoning and Proof (4), Communication (5), Connections (6), Representation (7).

    Florida Math Competencies for Middle Grades Teachers 25.1, 25.2, 25.3, 25.4, & 25.5 Knowledge of Probelm Solving, Representation, Reasoning, Connections, number sense, concepts, and operations

    25.7 Knowledge of data analysis and probability

    C. Major Topics

    D. Textbooks

    Perkowski, Debra A. and Michael Perkowski (2007) Data and Probability Connections: Mathematics for Middle School Teachers, Upper Saddle River, NJ: Pearson Prentice Hall

    E. Course Readings, Online Resources, and Other Purchases

    National Council of Teachers of Mathematics (2003) Navigating through data analysis in Grades 6-8 (with CD-ROM). Reston, VA: Author.

    National Council of Teachers of Mathematics. (2003) Navigating through Probability in Grades 6-8 (with CD-ROM). Reston, VA: Author.

    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:77.9-78%

    :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

    Assignments:

    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 a group portion and an individual portion. For the group part, groups fo 3-4 students will work together to solve problems or suggest appropriate pedagogy for a situation - this counts as 20% of each student's test grade. The individual portion of the test will count as the remaining 80% for each student.

    2. A Problem Portfolio will be kept by the students from weekly problem sets given by the instructor. The problems will cover the problem-solving strategies and illustrate the NCTM Process Standards. Each problem will also require a metacognitive reflection by the student. Selected individuals will share their reflections on Blackboard each week. These portfolios will be turned in for feedback and graded twice during the semester.

    3. At the end of the semester, each student will submit a Portfolio Pull. The student will address these questions: What problem types do you enjoy the most; what problem types do you not like; from which problems did you learn the most mathematics; and from which Blackboard discussion did you learn the most?

    Assignment Requiring a Clinical Application:

    4. Each student will develop a 2 week unit on a topic of their choise, in consultation with the instructor, from the course content. Students will be encouraged to select a unit from the technology-enhanced Data Analysis and Probability strand of the course and teach that topic to a local middle school class, displaying the full teaching cycle of pre-assessment, teaching, extension, post-assessment, and reflection. Among the choices for this unit will be: (1) teaching students to collect, analyze, and communicate via a graph and an interpretive report data such as "how fast can a middle school student read out load" or "how often does a middle school student blink his or her eyes," and (2) the effective use of humor to teach topics in probability and statistics, using activities from NCTM's Cartoon Corner.

    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. Its 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 deined as "literary theft" and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written paper for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public at large must be attributed to its author 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 submitted to me as electronic files and 2) electronically submit assignments to Turnitin.com. Assignments are compared automatically with a huge data base 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 www.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)


  5. Course Concurrence Information



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