MAED - Mathematics Education

Prerequisite: Admission into the Early Childhood Education Cohort or permission of the instructor. This course is required for all early childhood education majors and is necessary for the completion of the early childhood program. It is designed to expose prospective early childhood teachers to a variety of problem-solving strategies in order to foster an in-depth understanding of algebra in elementary grades mathematics, cross-disciplinary thinking, and the ability to communicate appropriately.

Prerequisites: MATH 2008, MAED 3000, or permission of the instructor. This course focuses on data analysis and probability including counting, probability, and descriptive statistics with some inferential statistics including appropriate representations of data, misleading statistics, measures of central tendency, measures of variance, and distributions.

Prerequisites: Completion of the Area A mathematics requirement, MATH 2008, and MAED 3000. This course focuses on an intuitive development of geometric ideas including measurement, area, perimeter, volume, coordinate geometry, symmetry, and transformations. This course will emphasize relationships between and among shapes and properties, transformations, location in a coordinate plane, and visualization.

Prerequisite: Admission into the Middle Grades Cohort. This course is required for all middle grade education majors and is necessary for the completion of the middle grades program. It is designed to expose prospective middle grades teachers to a variety of problem solving strategies to foster their in-depth understanding of middle grades mathematics, cross-disciplinary thinking, and ability to communicate appropriately.

Prerequisite: C or higher in MATH 3030. This course is designed to enable prospective teachers of mathematics in grades 6-12 to effectively integrate technology and manipulative into the teaching and learning process. The content of the course focuses on the exploration of mathematical content areas such as measurement, geometry, and trigonometry. The content of the course is supported by research on the teaching and learning of these topics.

Prerequisite: C or higher in MATH 3030. This course is designed to enable prospective teachers of mathematics in grades 6-12 to effectively integrate technology and manipulatives into the teaching and learning process. The content of the course focuses on the exploration of mathematical content areas such as numbers and operations and algebra. The content of the course is supported by research on the teaching and learning of these topics.

Prerequisite: Permission of the instructor. Selected topics in mathematics education not available in other departmental courses.

Prerequisite: MATH 3030 or permission of the instructor. Topics will include examining research in instructional strategies, classroom management, assessment techniques, lesson planning, multicultural and gender issues, beliefs, and/or student learning in mathematics education.

Prerequisite: MAED 3100 or MATH 2008. Topics include pre-algebra concepts, linear and quadratic equations, inequalities, applications of algebra to real-life situations.

Topics include an intuitive development of geometry concepts, symmetry, motions in geometry, similarity and congruence. Intuitive development of real number measurements in perimeter, area, and volume.

Prerequisite: MAED 3000 or permission of the instructor. This course is designed to acquaint the student with the theory of probability and apply this to statistical theory. Topics include descriptive statistics, random variables, probability distributions, sampling distributions, confidence interval estimation, hypothesis testing, simple linear regression and correlation.

Prerequisite: MAED 3000 or permission of the instructor. Topics include graph theory, linear programming, game theory, and related topics as well as applications.

Prerequisite: Permission of the instructor. Selected topics in mathematics education not available in other departmental courses.

Prerequisite: Permission of the instructor. Topics may include research in instructional strategies, classroom management, assessment techniques, lesson planning, multicultural and gender issues, and beliefs and student learning in mathematics education.