BS+Course+Info+Table

Required: Optional: integers || //Mathematical Practices// Required: Tasks chosen from the following topics: Required: A strong functions sequence Required: Required: Historical development of Required: Statistics and probability || //Mathematical Practices// Required: Choose tasks from the following topics: Required: Optional: Solid geometry || //Mathematical Practices// Issues for the department:
 * **177** || //**Critical Review of School Mathematics**// || Prerequisites: Math 113 ||
 * || //Mathematical Content//
 * ratios and proportional reasoning
 * fractions
 * linear slope & rate
 * Creating conceptually-oriented explanations (Proof)
 * Critiquing others' explanations
 * Problem solving ||
 * || //Teaching Components//
 * Identify and understand one's own mathematical thinking and the thinking of others
 * Understand the difference between instrumental and relational mathematics || //Equity and Identity//
 * Traditional instruction fails most students, particularly minority students
 * Traditional instruction did not provide them with relational understanding
 * Teaching for relational understanding is more equitable ||
 * **276** || //**Exploration of Mathematics Teaching**// || Prerequisites: Math 290, 313; MthEd 177 or concurrent enrollment ||
 * || //Mathematical Content//
 * || //Mathematical Content//
 * Solving equations
 * Solving systems of equations
 * Developing rules of exponents and radicals
 * Solid geometry || //Mathematical Practices//
 * Process Standards ||
 * || //Teaching Components//
 * Knowledge of standards documents and teaching standards
 * Write learning goals/FMC
 * Observe, analyze, and report on student thinking
 * Recognize worthwhile mathematical tasks
 * Understand the importance of discourse
 * Articulate a philosophy of teaching || //Equity and Identity//
 * Students and teachers are always being positioned in the math class
 * Ability to identify the range of positions available to students in a particular classrooms
 * All students can learn mathematics ||
 * **277** || //**Task Design for Student Learning**// || Prerequisites: MthEd 177, 276 ||
 * || //Mathematical Content//
 * || //Mathematical Content//
 * Suggested Sequence 1: Exponential functions, inverses, logarithms
 * Suggested Sequence 2: Sequences, linear, exponential, quadratic, covariation || //Mathematical Practices//
 * Problem solving
 * Reasoning and justification
 * Communicating mathematical thinking ||
 * || //Teaching Components//
 * Identify and write learning goals/FMCs
 * Critique, modify, and create worthwhile mathematical tasks (for learning)
 * Anticipate students' responses to mathematical tasks
 * Construct a hypothetical learning trajectory for how a task can lead to a particular mathematical understanding
 * Identify student mathematical thinking in response to tasks for purpose of evaluating and revising tasks
 * Design questions or follow-up tasks to challenge students' less useful ways of thinking || //Equity and Identity//
 * Designing tasks with multiple entry points
 * Who the students are becoming is dependent on what positions are offered to students by teachers, other students, and themselves
 * Experience and reflect upon social justice tasks and their use in mathematics classrooms
 * Revisit their philosophy of teaching and why it is a philosophy of teaching mathematics ||
 * **278** || //**Assessment of Student Understanding**// || Prerequisites: MthEd 277 or concurrent enrollment ||
 * || //Mathematical Content//
 * || //Mathematical Content//
 * Transformations leading to similarity and congruence
 * Right triangle trigonometry
 * Circle trigonometry || //Mathematical Practices//
 * Problem solving
 * Reasoning and justification
 * Communicating mathematical thinking ||
 * || //Teaching Components//
 * Identify and write the FMCs in a task
 * Ask questions that can be used in formative assessment
 * Critique, modify, and create worthwhile mathematical tasks (for assessment)
 * Write different forms of assessments (quizzes, quick writes, tests, etc.)
 * Create rubrics for grading assessments
 * Evaluate student mathematical thinking || //Equity and Identity//
 * Need for alignment of literacies used during learning and those used during assessment
 * Identify that they privilege particular types of mathematical discourse and symbol use
 * There are multiple acceptable discourses for communicating mathematical understanding
 * The acceptability of discourse depends on the context in which the mathematical activity is situated
 * Characteristics of assessments that might discriminate against certain populations ||
 * **300** || //**History and Philosophy of Mathematics**// || Prerequisites: Math 113 ||
 * || //Mathematical Content://
 * || //Mathematical Content://
 * Number
 * Algorithms
 * Geometry
 * Algebra
 * Calculus
 * Probability
 * Axiomatic systems
 * Proof || //Mathematical Practices//
 * Problem solving ||
 * || //Teaching Components//
 * Design and make a presentation on a historical figure
 * Anticipate students' difficulties based upon historical difficulties
 * Use history of mathematics to enrich mathematical learning
 * Reflect on how one's philosophy of mathematics impacts their teaching || //Equity and Identity//
 * Mathematics is a human construction, not discovered
 * Mathematical practices are socially constructed
 * Mathematics changes across communities of practice
 * Current mathematics instruction privileges certain mathematics (e.g., white European male) over other mathematics ||
 * **301** || //**Teaching Statistics and Probability**// || Prerequisites: MthEd 177, Stat 121 ||
 * || //Mathematical Content//
 * || //Mathematical Content//
 * Creating and interpreting useful representations
 * Problem solving
 * Mathematical reasoning and justification
 * Mathematical modeling ||
 * || //Teaching Components//
 * Identify and understand one's own mathematical thinking and the thinking of others
 * Understand the difference between instrumental and relational mathematics
 * Anticipate students' difficulties with probability and statistics
 * Critique, modify, and create worthwhile mathematical tasks (for learning) || //Equity and Identity//
 * Why an understanding of statistics and probability is essential in everyday life
 * Ways statistics have been used to support or suppress a socially just society
 * Use probabilisitic and statistical reasoning to investigate social issues and identify inequities ||
 * **308** || //**Mathematics Teaching with Technology**// || Prerequisites: Math 313, MthEd 277 ||
 * || //Mathematical Content//
 * || //Mathematical Content//
 * Transformational geometry
 * Conic sections
 * Analytic geometry
 * Matrix transformations
 * Modeling
 * Constructions
 * Conjecture vs. proof || //Mathematical Practices//
 * Creating and interpreting useful representations
 * Problem solving and justification
 * Mathematical modeling
 * Understanding the affordances and limitations of different representations and technologies ||
 * || //Teaching Components//
 * How to use technology and different representations to support student learning || //Equity and Identity//
 * How technology can be used to increase access to mathematics for diverse learners
 * The digital divide ||
 * **362** || //**Survey of Geometry**// || Prerequisites: Math 290 ||
 * || //Mathematical Content//
 * || //Mathematical Content//
 * Axiomatic development of plane geometry
 * Neutral geometry
 * Euclidean geometry
 * Hyperbolic geometry
 * Problem solving
 * Writing and critiquing formal proofs
 * Constructing and testing axiomatic systems
 * Understanding the role of diagrams in relation to constructing and evaluating proofs ||
 * || //Teaching Components//
 * Understanding of the Van Hiele levels || //Equity and Identity//
 * A formal, axiomatic approach is just one approach to doing mathematics
 * The affordances and constraints of an axiomatic approach to doing mathematics
 * Who counts as a mathematician and the privileges associated with this status ||
 * **377** || //**Mathematics Teaching in the Public Schools**// || Prerequisites: MthEd 278 ||
 * || //Mathematical Content//
 * Required: Keep same as current
 * [Current: none defined] || //Mathematical Practices// ||
 * || //Teaching Components//
 * Write, implement, and critique lesson plan
 * Elicit, understand, sequence, and build on student thinking
 * Understand lesson sequencing || //Equity and Identity//
 * Revisit teaching philosophy and clarify why it is a philosophy of mathematics teaching that is equitable for all students
 * Design lessons that provide students opportunities to be positioned in mathematically and socially productive ways
 * Design lessons that provide students opportunities to participate in a range of mathematical discourses
 * Design and implement a lesson using a task that is situated in the context of a social issue
 * Design lessons that are consistent with their teaching philosophies and be able to articulate the alignment between them ||
 * **476** || //**Student Teaching**// || Prerequisites: MthEd 377/378 ||
 * || //Mathematical Content// || //Mathematical Practices// ||
 * || //Teaching Components// || //Equity and Identity//
 * Identify the mathematical and social positions held by each student in the classroom
 * Influence students' mathematical and social positions in productive ways
 * Notice how systemic oppression and privilege is evident in their classrooms
 * Examine their own teaching to identify practices that privilege or oppress individual students ||
 * Notice how systemic oppression and privilege is evident in their classrooms
 * Examine their own teaching to identify practices that privilege or oppress individual students ||
 * 1) Replace FMCs with Learning Goals