MA+Course+Learning+Outcomes

=MA Course Learning Outcomes=

MTHED 550 Problem Solving
Solving and building explanations and presenting solutions to conceptually important problems. Analyzing research on problem solving and its role in teaching and learning mathematics. Students understand and can evaluate important issues, current and historical trends, theories, paradigms of research, and research findings in the field of mathematical problem solving, as well as their implications for the teaching and learning of problem solving explicitly and implicitly in the public schools, mathematics teacher development, and participation in mathematics education scholarship. || 1 || Students can apply principles of quality research to analyze and critique research on the mathematical process of problem solving, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 2 || Students understand general approaches to and a variety of heuristics in the problem solving process and can apply these to solve various problems in mathematics as well as other areas of life. || 3 || Students understand the pitfalls of teaching problem solving as a distinct content area of mathematics and the benefits of using problem solving as a process in the teaching of all mathematics. They understand how to design instruction to teach mathematics through problem solving. || 4 || Students recognize the key role that problem solving plays in the field of mathematics as well as in the learning of school mathematics. They see the valuable insights provided by the literature on the teaching and learning of mathematics through problem solving, and feel a desire to continually seek opportunities to improve their ability to teach mathematics through problem solving and promote better instruction in schools by incorporating problem solving as a process for learning mathematics. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of our trials here on earth as related to the restored gospel of Jesus Christ and principles of mathematical problem solving processes. Graduates use this enriched understanding problem solving as a method for teaching and learning mathematics by giving all students the agency and opportunity to solve mathematical problems on their own. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship in Problem Solving**
 * 2 || **C****ritical Stance**
 * 3 || **Problem Solving as a Process**
 * 4 || **Teaching Through Problem Solving**
 * 5 || **Professionalism**
 * 6 || **Spiritual Stewardship**

MTHED 562 Euclidean Geometry: Content, Learning, and Teaching
Euclidean geometry, including classical problems, polyhedra, transformations, congruence, similarity, integer geometry, minimization; technology in geometry, Van Hiele levels, role of proof, and high school curriculum. Students understand and can evaluate the role of proof in geometry and in mathematics in general, the theories of how students progress through the van Hiele levels in learning geometry and how these two topics are related. They can use this knowledge to evaluate current instructional, curricular, and policy recommendations of leaders in mathematics education regrading the teaching of geometry in the public schools. || 1, 4 || Students can apply principles of quality research to analyze and critique research on the teaching and learning of geometry, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 2 || Students understand the central concepts, conditions, definitions, theorems, assumptions, structure and extensions of high school (Euclidean) geometry. They can use these understandings to prove general cases of geometric theorems and apply these theorems to solve problems in Euclidean geometry. || 3 || Students can assess the van Hiele level at which their students are operating and design tasks and lessons to move learners to a higher van Hiele level, eventually to the level of deduction and proof. Throughout the instruction at different van Hiele levels, students can continually evaluate the role that proof is playing for the learners and understand how to adjust their instruction to ensure that proof activities are meaningful. Students can use their knowledge of the van Hiele levels, proof, and the NCTM Standards to evaluate geometry curriculum for appropriate sequencing. || 4 || Students recognize the key role that geometry should play in school mathematics and the valuable insights provided by the literature on the teaching and learning of geometry, and feel a desire to continually seek opportunities to improve their own teaching of geometry and promote better instruction of geometry in the schools by seeking to adapt the instruction to the van Hiele level of the students. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of geometry teaching and learning, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **C****ritical Stance**
 * 3 || **Euclidean Geometry**
 * 4 || **Teaching**
 * 5 || **Professionalism**
 * 6 || **Spiritual Stewardship**

MTHED 590 Foundational Issues in Learning Mathematics
Introduction to research in mathematics learning; mathematical thinking; cognitive, social, and philosophical approaches to describing mathematics learning. Students understand and can evaluate important issues, trends, theories, paradigms of research, and research findings in the field of mathematics education, as well as their implications for the teaching and learning of mathematics in the public schools, mathematics teacher development, and participation in mathematics education scholarship. || 1 || Students understand the importance of situating research problems and questions in the literature, and can identify important research problems and relate them to appropriate issues, trends, theories, paradigms, and findings in the literature. || 2 || Students can use their understanding of the important issues, trends, theories, paradigms, and findings in the field of mathematics to evaluate, reflect on, and improve their mathematics instruction. || 4 || Students perceive themselves as emerging scholars and leaders in the field, and feel responsibility for and commitment to their own growth and the growth of the field. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Identifying and Situating Research Problems**
 * 3 || **Applying Scholarship to Teaching**
 * 4 || **Becoming a Professional**
 * 5 || **Spiritual Stewardship**

MTHED 591 Scholarly Inquiry in Mathematics Education
Introduction to scholarly inquiry in mathematics education; issues in research methodology. Students understand and can evaluate important issues, trends, theories, paradigms of research, and research findings in the field of mathematics education, as well as their implications for the teaching and learning of mathematics in the public schools, mathematics teacher development, and participation in mathematics education scholarship. || 1 || Graduates understand research methods in mathematics education and can a) locate an interesting and important problem; b) conduct a literature review to situate the problem; c) develop a conceptual framework; d) establish focused research questions; e) choose and implement appropriate methods for collecting and analyzing data; f) address issues of research quality such as validity, reliability, and significance; and g) effectively communicate their work both orally and in writing. || 2 || Students understand the affordances and constraints of research paradigms and methodologies commonly used in mathematics education research and can analyze and critique research on teaching and learning mathematics according to principles of quality research. || 1, 2 || Students understand how to meaningfully apply research on teaching and learning mathematics in their teaching and use scholarly inquiry as a lens to reflect on that teaching. || 4 || Students have developed knowledge and beliefs that enable and compel them to continually seek opportunities to improve their own practice, keep abreast of advances and developments in the field both locally and nationally, and provide leadership in professional, school, and community organizations. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning studied in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Research**
 * 3 || **Critical Stance**
 * 4 || **Applying Research to Teaching**
 * 5 || **Professionalism**
 * 6 || **Spiritual Stewardship**

MTHED 598R Topics in Mathematics Education
Includes specific research areas and curriculum studies of school mathematics topics (i.e. geometry, algebra, and calculus). Students understand and can evaluate important issues, trends, theories, paradigms of research, and research findings in the field of mathematics education related to the particular topic of study, as well as their implications for the teaching and learning of mathematics in the public schools, mathematics teacher development, and/or participation in mathematics education scholarship. || 1 || Students can apply principles of quality research to analyze and critique research on the topic of study, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 2 || Students understand mathematical content that illustrates important issues in the research on the topic of study. || 3 || Students can use their understanding of the research on the topic of study to evaluate, reflect on, and improve their own teaching. || 4 || Students recognize the key role that the topic of study plays in the learning and teaching of mathematics, and feel a desire to continually seek opportunities to improve their own practice, keep abreast of advances and developments in the field both locally and nationally, and/or provide leadership in professional, school, and community organizations. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning studied in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Critical Stance**
 * 3 || **Mathematics**
 * 4 || **Teaching**
 * 5 || **Professionalism**
 * 6 || **Spiritual Stewardship**

MTHED 608 Technology for Learning and Teaching Mathematics
Analyzing research relative to learning mathematics with technology; exploring mathematical problems using technology; design curriculum; conducting research in the learning and teaching of mathematics with technology. Students understand and can evaluate important issues, trends, theories, paradigms of research, and research findings related to teaching and learning mathematics with technology, as well as their implications for the teaching and learning of mathematics with technology in the public schools, mathematics teacher development, and/or participation in mathematics education scholarship. || 1 || Students can apply principles of quality research to analyze and critique research on teaching and learning mathematics with technology, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 2 || Through their mathematical explorations with technology, students have a deepened understanding of fundamental mathematics concepts from secondary mathematics and beyond, as well as an understanding of the affordances and constraints technology brings to the learning and teaching of mathematics. || 3, 4 || Students can design technology-rich mathematics activities that are influenced by an understanding of research on teaching and learning with technology and an understanding of fundamental mathematics concepts. || 1, 3, 4 || Students have developed knowledge and beliefs (particularly with respect to technology) that enable and compel them to continually seek opportunities to improve their own practice, keep abreast of advances and developments in technology for teaching mathematics, and provide leadership in professional, school, and community organizations. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning studied in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Critical Stance**
 * 3 || **Mathematics and Technology**
 * 4 || **Teaching**
 * 5 || **Professionalism**
 * 6 || **Spiritual Stewardship**

MTHED 611R Graduate Student Seminar
Reading, discussing, and writing about relevant public discourse, policies, and issues in the broad arena of mathematics education. Students understand and can evaluate important issues, trends, theories, paradigms of research, and research findings in the field of mathematics education, as well as their implications for the teaching and learning of mathematics in the public schools, mathematics teacher development, and participation in mathematics education scholarship. || 1 || Students can apply principles of quality research to analyze and critique research on the various areas of mathematics or teaching and learning methodologies discussed in this course, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 2 || Students understand how to analyze topics and pedagogies from school mathematics in the context of the literature on students’ mathematical thinking, meaningfully apply research on teaching and learning mathematics in their teaching, and use scholarly inquiry as a lens to reflect on that teaching. || 4 || Students have developed a level of professionalism that enables and compels them to continually seek opportunities to improve their own practice, keep abreast of advances and developments in the field both locally and nationally, and provide leadership in professional, school, and community organizations. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **C****ritical Stance**
 * 3 || **Teaching**
 * 4 || **Professionalism**
 * 5 || **Spiritual Stewardship**

MTHED 660 Number and Number Sense
Research on children's understanding of early numbers, number operations, number sense, multidigit arithmetic, fractions, decimals, and proportions. Students understand and can evaluate theories of how students learn number and develop number sense, common difficulties in the learning of number, historical trends in the teaching of number, and current instructional, curricular, and policy recommendations of leaders in mathematics education regrading the teaching of number in the public schools. || 1 || Students can apply principles of quality research to analyze and critique research on the teaching and learning of number, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 2 || Students understand core representations and models, meanings for operations, justifications for and limitations of standard algorithms, alternative algorithms, and connections to real world settings germane to teaching number in the public schools. || 3 || Students understand how to analyze topics related to number in the context of the literature on students thinking about number and meaningfully apply research on the teaching and learning of number in their instruction. || 4 || Students recognize the key role that number plays in the learning of school mathematics and the valuable insights provided by the literature on the teaching and learning of number, and feel a desire to continually seek opportunities to improve their own teaching of number, keep abreast of advances and developments in the field regarding the teaching and learning of number, and promote better instruction on number in schools. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and the principles of mathematics teaching and learning studied in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **C****ritical Stance**
 * 3 || **Mathematics**
 * 4 || **Teaching**
 * 5 || **Professionalism**
 * 6 || **Spiritual Stewardship**

MTHED 661 Algebraic Reasoning
Fundamental concepts (e.g., variables, equality, pattern recognition, function, covariation, equations), processes (e.g., mathematizing, generalizing, modeling), and research in algebraic reasoning. Students understand and can evaluate perspectives regarding what constitutes algebra, theories of how students form generalizations and abstractions, common difficulties in the learning of algebra, historical trends in the teaching of algebra, equity issues related to algebra teaching and learning, and current instructional, curricular, and policy recommendations of leaders in mathematics education regarding the teaching of school algebra. || 1 || Students can apply principles of quality research to analyze and critique research on the teaching and learning of algebra, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 2 || Students understand central concepts, tools of inquiry, mathematical structures, core representations, canonical examples, and alternative algorithms germane to teaching school algebra. || 3 || Students understand how to analyze topics from school algebra in the context of the literature on students’ algebraic thinking and meaningfully apply research on the teaching and learning of algebra in their instruction. || 4 || Students recognize the key role that algebra plays in the learning of secondary school mathematics and the valuable insights provided by the literature on the teaching and learning of algebra, and feel a desire to continually seek opportunities to improve their own teaching of algebra, keep abreast of advances and developments in the field regarding the teaching and learning of algebra, and promote better algebra teaching in schools. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning studied in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Critical Stance**
 * 3 || **Mathematics**
 * 4 || **Teaching**
 * 5 || **Professionalism**
 * 6 || **Spiritual Stewardship**

MTHED 663 Calculus Teaching and Learning
Fundamental calculus concepts as well as the curricula, reform efforts, and research associated with teaching and learning calculus. Students understand and can evaluate important issues, trends, theories, paradigms of research, and research findings related to the teaching and learning of Calculus, as well as their implications for the teaching and learning of mathematics in the public schools, mathematics teacher development, and participation in mathematics education scholarship. || 1, 2 || Students can apply principles of quality research to analyze and critique research on the teaching and learning of Calculus, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 2 || Students understand the central concepts, tools of inquiry, and structures of the Calculus--in particular the concepts of function limit, continuity, derivative and integral--as well as core representations, canonical examples, and alternative algorithms germane to teaching Calculus that illustrate important issues in the research on teaching and learning Calculus. || 3 || Students understand how to analyze Calculus topics--in particular the concepts of function limit, continuity, derivative and integral--in the context of the literature on students’ mathematical thinking, meaningfully apply research on teaching and learning Calculus in their teaching, and use scholarly inquiry as a lens to reflect on that teaching. || 4 || Students recognize the key role that school mathematics plays in providing the foundation for the learning of the Calculus, and feel a desire to continually seek opportunities to improve their own teaching of these foundational ideas, keep abreast of advances and developments in the field regarding the teaching and learning of Calculus concepts, and promote better pre-calculus teaching in schools. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning studied in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Critical Stance**
 * 3 || **Mathematics**
 * 4 || **Teaching**
 * 5 || **Professionalism**
 * 6 || **Spiritual Stewardship**

MTHED 695R Readings in Mathematics Education
Students understand and can evaluate important issues, trends, theories, paradigms of research, and research findings in a specified subtopic of the field of mathematics education, as well as their implications for the teaching and learning of mathematics in the public schools, mathematics teacher development, and participation in mathematics education scholarship. || 1 || Students can apply principles of quality research to analyze and critique research on a specified subtopic of the field of mathematics education, and understand the affordances and constraints of research paradigms and methodologies in this body of research. || 1, 2 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning studied in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Critical Stance**
 * 3 || **Spiritual Stewardship**

MTHED 698R Master's Project
Students understand and can select from important issues, trends, theories, paradigms of research, and research findings in the field of mathematics education to create a rationale, literature review, and/or theoretical framework for a research study, curricular project, or scholarly endeavor. || 1,2 || Students understand research methods in mathematics education and can apply the appropriate parts of the research model to engage in a research study, curricular project, or scholarly endeavor. || 2 || Students have developed a level of professionalism that enables and compels them to continually seek opportunities to improve their own practice, keep abreast of advances and developments in the field both locally and nationally, and provide leadership in professional, school, and community organizations. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and the insights gained from conducting their master's project, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Research**
 * 3 || **Professionalism**
 * 4 || **Spiritual Stewardship**

MTHED 699R Master's Thesis
Students understand and can select from important issues, trends, theories, paradigms of research, and research findings in the field of mathematics education to create a rationale, theoretical framework, and literature review for a research study. || 1,2 || Students understand research methods in mathematics education and can a) locate an interesting and important problem; b) conduct a literature review to situate the problem; c) develop a conceptual framework; d) establish focused research questions; e) choose and implement appropriate methods for collecting and analyzing data; f) address issues of research quality such as validity, reliability, and significance; and g) effectively communicate their work both orally and in writing. || 2 || Students have developed a level of professionalism that enables and compels them to continually seek opportunities to improve their own practice, keep abreast of advances and developments in the field both locally and nationally, and provide leadership in professional, school, and community organizations. || 5 || Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and the insights gained from conducting their master's thesis, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence. || 6 ||
 * || Course LO || Program LO ||
 * 1 || **Scholarship**
 * 2 || **Research**
 * 3 || **Professionalism**
 * 4 || **Spiritual Stewardship**