MHE - Mathematics Education

This course provides a bridge for the teacher candidate between Math Content for Teachers I and Math Content for Teachers II general education courses and the Methods of Teaching Mathematics course in the professional sequence. The content of this course prepares teacher candidates to acquire a deeper understanding of the mathematics content embedded in the Common Core standards including the 8 standards of practice. Pre-requisite(s): LAM 112 and LAM 213. Co-requisite(s): None. 4 quarter hours

This is a mathematics course for prospective and in service elementary and middle school teachers. It addresses the concepts of a comprehensive elementary and middle school mathematics curriculum through reasoning and problem solving in the areas of number and operations, algebra, geometry, measurement, data analysis and probability. Prerequisite(s): None. 3 semester hours

This course provides candidates an in-depth focus on the subject matter, content standards, mathematical pedagogy, and issues related to the learning and teaching of mathematics in the elementary grades. Candidates develop strategies and applications specific to the mathematical learning needs of elementary students including real world connections. Through the NCE Adaptive Cycles of Teaching (ACT), an experiential-based curriculum designed to help teachers learn a set of core teaching practices supported by innovative technology systems, teacher candidates will complete a content learning analysis, diagnostic assessment as well as plan and implement teaching math with problem solving lessons. Pre-requisite(s): Admission to National College of Education (NCE). Co-requisite(s): ELE 410, ELE 415 and RLL 478.

This course is intended for students preparing to become certified teachers. It addresses pedagogy, materials and instructional issues related to the learning and teaching of mathematics in elementary school. It is designed to help participants develop knowledge, skills and beliefs (based on National Council of Teachers of Mathematics (NCTM) set of core beliefs) that will enhance candidates’ ability to teach mathematics to children. Prerequisite(s): Admission to the M.A.T. program or consent of M.A.T. program director, ELE 500, EPS 511, six hours of appropriate college mathematics (college algebra level and above), approved by transcript review. Co-requisite(s): None. 2 semester hours

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): EPS 500A and Admission to the College of Education 2 semester hours

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): MHE 480 or equivalent. 3 semester hours or 5 quarter hours

This is a mathematics course for prospective and in-service teachers. It addresses number and operations as they occur in a comprehensive elementary and middle school mathematics curriculum using problem solving, reasoning, representations, connections and communication to understand the application of number to other areas of mathematics and the real world. Prerequisite(s): none. 3 semester hours

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). This 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

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: MHE 450 or equivalent, or holder of 03 or 09 certificate. 3 semester hours

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 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: MHE 450 or equivalent; or consent of program advisor. 3 semester hours

Statistics and Probability is a study of reasoning under uncertainty using empirical information. This course will emphasize the thinking skills needed for developing an intuitive understanding of statistics and probability with a critical approach to their use. Practitioners 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. Prerequisite(s): MHE 450 or equivalent or consent of program advisor. 3 semester hours

Perspectives on Exceptionality in Mathematics Learning is taught with an emphasis on assessing the mathematical knowledge of students and providing appropriate experiences to allow them to advance as far as possible. Accommodations for the entire range of special needs in students are explored to enable teachers to provide differentiated experiences. These skills are developed through problem solving involving expansions in both directions including gifted, so all children are challenged. This course includes opportunities to map conceptual units that define the product of learning in topics like rational numbers, basic operations, problem solving, algebraic thinking, etc. for the span of learning abilities. Prerequisite(s): Certified teacher or consent of instructor 3 semester hours

The purpose of this course is to build students' knowledge of the theory, research base and practice of early intervention in mathematics. It will also include specific assessments for identifying a child's current level of mathematical understanding and some explicit application of the early intervention. Prerequisite(s): Teaching certification 3 semester hours

This is the second course in a two-course sequence designed to prepare students to become Math Intervention Specialist Teachers. Based upon the knowledge and practice in the first course, students will expand the applications, interventions, activities, environments and support, based on the Instructional Framework in Number (IFIN) through extensive practicum experiences with children. Note: MHE 550B extends throughout the school year. Students receive a final grade after the final requirements have been completed during the Spring term. Prerequisite(s): Teacher Certification and completion of MHE 550A. 3 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

This seminar is a culminating experience that is designed to help teachers in the mathematics education program integrate their knowledge of historical, political, and socio-cultural perspectives on equity, and access, and excellence in the mathematics education begun earlier in the program. They will examine research and practice on professional development, leadership, and educational change as they relate to mathematics education. In addition, they will complete the research study begun in ESR 505. Prerequisite(s): ESR 505 Educational Inquiry and Assessment. 3 semester hours

1-3 semester hours