MATH 130-001 FUNDAMENTAL CONCEPTS I For prospective elementary school teachers, the course provides a thorough understanding of the mathematical concepts covered in grades one through eight. Moves through the mathematical content into the ability to explain the mathematical ideas and relationships. Emphasizes the ability to explain the concepts in everyday language appropriate for the listener, using correct vocabulary, and the ability to demonstrate these ideas using physical models and/or activities. Use of technology is required. Includes non-routine problem solving. May not receive credit for both MATH 103 and MATH 130. Three hours per week each. Does not meet General Education requirements.

MATH 130-002 FUNDAMENTAL CONCEPTS I For prospective elementary school teachers, the course provides a thorough understanding of the mathematical concepts covered in grades one through eight. Moves through the mathematical content into the ability to explain the mathematical ideas and relationships. Emphasizes the ability to explain the concepts in everyday language appropriate for the listener, using correct vocabulary, and the ability to demonstrate these ideas using physical models and/or activities. Use of technology is required. Includes non-routine problem solving. May not receive credit for both MATH 103 and MATH 130. Three hours per week each. Does not meet General Education requirements.

MATH 150-001 DATA & PROBABILITY CONNECT Provides prospective teachers with a conceptual understanding of statistics and probability. Includes concepts for which elementary curricula lay a foundation, bivariate data analysis, conditional probability, formal inference, relevant educational software, and guidelines for teaching statistics as set forth by the American Statistical Association and the National Council of Teachers of Mathematics. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisite or corequisite: MATH 130. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).

MATH 150-002 DATA & PROBABILITY CONNECT Provides prospective teachers with a conceptual understanding of statistics and probability. Includes concepts for which elementary curricula lay a foundation, bivariate data analysis, conditional probability, formal inference, relevant educational software, and guidelines for teaching statistics as set forth by the American Statistical Association and the National Council of Teachers of Mathematics. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisite or corequisite: MATH 130. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).

2014 Summer I

MATH 130-001 FUNDAMENTAL CONCEPTS I For prospective elementary school teachers, the course provides a thorough understanding of the mathematical concepts covered in grades one through eight. Moves through the mathematical content into the ability to explain the mathematical ideas and relationships. Emphasizes the ability to explain the concepts in everyday language appropriate for the listener, using correct vocabulary, and the ability to demonstrate these ideas using physical models and/or activities. Use of technology is required. Includes non-routine problem solving. May not receive credit for both MATH 103 and MATH 130. Three hours per week each. Does not meet General Education requirements.

2014 Summer II

MATH 155-001 MOD STATISTICS WITH COMPUT Descriptive and inferential analysis of raw data, emphasizing appropriate assumptions, computer use and interpretation. Consideration of parametric and nonparametric methods and comparison of their powers. Intended for students in the social and natural sciences. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisites: High school Algebra II and plane geometry. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).

2014 Fall

MATH 130-002 FUNDAMENTAL CONCEPTS I For prospective elementary school teachers, the course provides a thorough understanding of the mathematical concepts covered in grades one through eight. Moves through the mathematical content into the ability to explain the mathematical ideas and relationships. Emphasizes the ability to explain the concepts in everyday language appropriate for the listener, using correct vocabulary, and the ability to demonstrate these ideas using physical models and/or activities. Use of technology is required. Includes non-routine problem solving. May not receive credit for both MATH 103 and MATH 130. Three hours per week each. Does not meet General Education requirements.

MATH 150-001 DATA & PROBABILITY CONNECT Provides prospective teachers with a conceptual understanding of statistics and probability. Includes concepts for which elementary curricula lay a foundation, bivariate data analysis, conditional probability, formal inference, relevant educational software, and guidelines for teaching statistics as set forth by the American Statistical Association and the National Council of Teachers of Mathematics. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisite or corequisite: MATH 130. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).

MATH 150-002 DATA & PROBABILITY CONNECT Provides prospective teachers with a conceptual understanding of statistics and probability. Includes concepts for which elementary curricula lay a foundation, bivariate data analysis, conditional probability, formal inference, relevant educational software, and guidelines for teaching statistics as set forth by the American Statistical Association and the National Council of Teachers of Mathematics. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisite or corequisite: MATH 130. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).

MATH 150-003 DATA & PROBABILITY CONNECT Provides prospective teachers with a conceptual understanding of statistics and probability. Includes concepts for which elementary curricula lay a foundation, bivariate data analysis, conditional probability, formal inference, relevant educational software, and guidelines for teaching statistics as set forth by the American Statistical Association and the National Council of Teachers of Mathematics. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisite or corequisite: MATH 130. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).

MATH 230-001 FUNDAMENTAL CONCEPTS II Continuation of the process begun in MATH 130 of preparing prospective elementary school teachers to teach mathematics. Like MATH 130, it fosters a thorough understanding of fundamental mathematics and emphasizes the ability to communicate this understanding effectively. Cannot receive credit for both MATH 104 and 230. Prerequisites: MATH 130 completed with a C or better. Three hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).

MATH 230-002 FUNDAMENTAL CONCEPTS II Continuation of the process begun in MATH 130 of preparing prospective elementary school teachers to teach mathematics. Like MATH 130, it fosters a thorough understanding of fundamental mathematics and emphasizes the ability to communicate this understanding effectively. Cannot receive credit for both MATH 104 and 230. Prerequisites: MATH 130 completed with a C or better. Three hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).

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