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Course Criteria
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3.00 Credits
This course examines how primary grade school children think and learn mathematics while covering instructional strategies and materials that promote meaningful learning. Emphasis on effective teaching will include lesson development, planning and management of hands-on learning activities, and assessment and evaluation. Three hours of clinical experiences are required as part of the course. Prerequisite: Admission to National College of Education. 3 quarter hours
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2.00 Credits
This course, intended for students preparing to become certificated teachers, addresses methods, materials, and instructional issues involved in teaching mathematics and science in the primary grades. It is designed to help future teachers develop knowledge, skills, and beliefs that enhance their ability to teach mathematics and science to children. Prerequisite(s): EPS500A and Admission to the College of Education. 2 semester hours
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3.00 Credits
This course builds upon the methods of teaching general elementary school mathematics through an in-depth focus on the curriculum, methods, materials, and issues related to the learning and teaching of mathematics in the middle grades (grades 6-8). Prerequisite(s): MHE480 or equivalent. 3 semester hours/5 quarter hours
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3.00 Credits
Middle School Mathematics Curriculum This is a mathematics course for prospective and inservice teachers. It addresses the concepts of number and its operations as they occur in a comprehensive elementary and middle school mathematics curriculum using reasoning, problem solving, and technology to understand its historical development as well as its applications in the areas of geometry, measurement, and data and chance. Opportunities to see how number is essential to understanding other subject areas are included. Prerequisite: MHE450 or equivalent. 3 semester hours
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3.00 Credits
This course is designed to strengthen teachers' conceptual understanding of important ideas of algebra and to examine how they are best taught and learned. A problem-solving emphasis is used to study algebra from four perspectives (language and representation, functions, modeling, and structure) and its applications in various contexts and branches of mathematics (number, geometry, measurement, data, and chance). The course will examine the use of technology in building understanding of algebraic concepts. Prerequisites: Intermediate Algebra. Students are expected to bring a graphing calculator. 3 semester hours
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3.00 Credits
This course examines current and past trends and issues in mathematics education. In particular, the course focuses on research related to the mathematics curriculum, students' learning, mathematics teaching, assessment, and classroom environment as well as how these areas work together to promote the development of students' mathematical understanding. Prerequisite(s): Consent of program advisor. 3 semester hours
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3.00 Credits
This investigative study of geometry involves an active examination of geometric concepts and thinking from several perspectives including: patterns and relationships, shapes in space and the plane, transformations, measurement, and geometric representations of concepts in various branches of mathematics. The course helps students develop problem solving, spatial thinking, as well as inductive and deductive reasoning as they explore, make conjectures, test their ideas, and formalize conclusions, using appropriate technologies. This course can be applied to middle school math endorsement Prerequisite: MHE450 or equivalent, or holder of 03 or 09 certificate. 3 semester hours
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3.00 Credits
This course focuses on number theory content which is relevant to the school mathematics curriculum. Number theory is taught via a problem solving approach with connections to geometry, logic COURSE DESCRIPTIONS 314 NATIONAL COLLEGE OF EDUCATION and probability. Explorations with and conjecturing about number patterns provide experiences from which students study various topics including: factors, primes, and prime factorization; counting techniques; greatest common factor (GCF) and least common multiple (LCM); divisibility; number patterns (e.g., Pascal's triangle, polygonal numbers, Pythagorean triples; Fibonacci numbers); Diophantine equations; remainder classes and modular arithmetic, iteration, recursion, and mathematical induction. Prerequisites: MHE450 or equivalent; or consent of program advisor. 3 semester hours
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3.00 Credits
Statistics and probability theory are taught with an emphasis on developing intuitive understanding of statistics and probability with a critical approach to their use. Students will gain a strong sense of the importance of their applications to real world problems. Connections to other subjects in the curriculum will be explored. Knowledge will be developed using experimentation and the generation, investigation, and analysis of data. Topics include: survey design, sampling procedures, data representation, inference, randomness, statistical significance and practical significance, theoretical and experimental probability, simulations, correlation, measures of center, central limit theorem, and the normal distribution. Prerequisite(s): MHE450 or equivalent and high school algebra or equivalent consent of program advisor. 3 semester hours
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2.00 Credits
A survey of current curriculum, instructional strategies, and materials in mathematics is provided for the practicing elementary school teacher. For certified teachers only. Prerequisite: MHE480B or course equivalent. 2 semester hours
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