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).

MATH 385-002 DIRECTED STUDY For students who desire to pursue a special topic in mathematics not covered in the current curriculum. Under most circumstances students will take this course for three credit hours. This course may be repeated under different subtitles but only a total of four credit hours from MATH 385 and/or COSC 385 may be used toward a major or minor. Prerequisite: Consent of instructor and chair of the Department of Mathematics and Computer Science. One to four hours per week.

MATH 442-001 ABSTRACT ALGEBRA II Modern abstract algebra including such topics as rings, polynomials and fields. Other topics may include algebraic coding, Boolean algebras, symmetry and mathematical crystallography, applications of finite fields to computer science. Prerequisite: MATH 441. Three hours per week.

MATH 506-151 SELECTED TOPICS Designed for students with a major in mathematics to develop topics in mathematics not included in their undergraduate program, or to extend areas previously studied. Specific topic may be indicated on transcript. May be taken twice under different course subtitles recorded with the registrar. Graduate credit only. Prerequisite: Approval of the department.

MATH 562-001 ABSTRACT ALGEBRA II Modern abstract algebra including such topics as rings, polynomials and fields. Other topics may include algebraic coding, Boolean algebras, symmetry and mathematical crystallography, applications of finite fields to computer science. Credit may not be received for more than one: MATH 442, MATH 562. Prerequisite: MATH 441 or 561, graduate standing required. Three hours per week.

2015 Fall

MATH 201-001 CALCULUS I Introduction to analytic geometry, limits, continuity, derivatives of elementary functions, applications of the derivatives. May not receive credit for both MATH 198 and MATH 201. Prerequisite: MATH140 or equivalent. Four hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).

MATH 230-004 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 430-001 MATH CNNECTN SEC SCH TCHRS Connection of the undergraduate mathematics curriculum to the secondary mathematics curriculum by examining high school curriculum topics from an advanced and historical perspective. Contributions from diverse cultures as students examine the historical development of numbers and number systems, algebra, Euclidean and non-Euclidean geometries, calculus, discrete mathematics, statistics, probability, and measurement. Prerequisites: SCED 373 and MATH 441 or MATH 451. Four hours per week.

MATH 531-001 MATH CNNCTNS SEC SCH TCHRS Connects the undergraduate mathematics curriculum to the secondary mathematics curriculum by examining high school curriculum topics from an advanced and historical perspective with the goal of deepening understanding of the mathematics required for teaching in secondary schools. Considers contributions from diverse cultures in the examination of the historical development of numbers and number systems, algebra, Euiclidean and non-Euclidean geometries, calculus, discrete mathematics, statistics, probablility, and measurement. Prerequisite: Mathematics teaching experience. Four hours per week.

Visit the GullNet Logon Page
to logon and view the entire schedule of classes.

Groth, R.E. & Bergner, J.A.
(2013).
Mapping the structure of knowledge for teaching nominal categorical data analysis.
Educational Studies in Mathematics,83(2),
247-265.

Groth, R., Bergner, J., Spickler, D. & Bardzell, M.
(2009).
A qualitative approach to assessing technological pedagogical content knowledge.
Contemporary Issues in Technology & Teacher Education,9(4),
392-411.

Groth, R.E. & Bergner, J.A. (2009). A lesson study approach to developing productive dialogue between the university mathematics faculty & high school teachers. Presented at the Joint AMS/MAA National Meetings. Presented at AMS/MAA American Mathematical Society & Mathematical Association of America, Washington, D. C..

Groth, R.E., Bergner, J.A., & Noonan, K. (2009). Forming partnerships among teachers, mathematicians, & mathematics educators through lesson study. Presented at the National Council of Teachers of Mathematics Annual Conference. Presented at National Council of Teachers of Mathematics, Washington, D. C..

Bardzell, M., Bergner, J., Shannon, K., Spickler, D. & Evans, T. (2008). PascGalois Abstract Algebra Classroom Resources. Loci: Resources, Digital Classroom Resources on MathDL website..