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 130-003 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 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.
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Austin, H.W. & Austin, J.W.
(2012).
On a Special Subset of Pythagorean-triple-preserving Matrices.Advances & Applications in Mathematical Sciences,12(2),
97-104.
Austin, J.W. (2013). Pre-Service Teachers Mathematical Knowledge for Teaching and Conceptions of Teaching Effectiveness: Are They Related? Presented at Conference on Research in Undergraduate Mathematics Education, Denver, CO.
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