STATE OF MONTANA
PROPOSAL
TO INITIATE A NEW, EXPANDED, COOPERATIVE, OR OFF-CAMPUS INSTRUCTIONAL
PROGRAM
Submitted by:
THE UNIVERSITY OF MONTANA, MISSOULA
Arts and Sciences
Education and Human Sciences
Mathematical Sciences
Curriculum and Instruction
Names of Colleges
Names of Departments
A NEW, EXPANDED, COOPERATIVE, OR OFF-CAMPUS INSTRUCTIONAL PROGRAM LEADING
TO:
Master of Arts in Teaching Middle School Mathematics (MATMSM)
Certificate, Associate, Bachelor's,
Master's. or Doctoral Degree
(give complete name of degree)
Summer 2011
Proposed Starting Date
THE DEVELOPMENT OF THIS PROPOSAL HAS BEEN APPROVED BY:
____________________________________
_________________________________
Department Chair, Mathematical Sciences
Dean, College of Arts and Sciences
Date
Date
____________________________________
_________________________________
Department Chair, Curriculum & Instruction Date
Dean, College of Education & Hum Sci Date
____________________________________
_________________________________
Graduate Dean
VP Administration and Finance
Date
Date
____________________________________
_________________________________
Provost/VP Academic Affairs
President
Date
Date
2
M O N T A N A
B O A R D
O F
R E G E N T S
LEVEL II REQUEST FORM
-R
Date of Meeting:
The University of Montana - Missoula
CIP Code
Master of Arts in Teaching Middle School Mathematics (MATMSM)
Item Number:
Institution:
Program Title:
Level II proposals require approval by the Board of Regents.
Level II action requested (check all that apply): Level II proposals entail substantive additions to, alterations
in, or termination of programs, structures, or administrative or academic entities typically characterized by the
(a) addition, reassignment, or elimination of personnel, facilities, or courses of instruction; (b) rearrangement
of budgets, cost centers, funding sources; and (c) changes which by implication could impact other campuses
within the Montana University System and community colleges. Board policy 303.1 indicates the curricular
proposals in this category:
1.
2.
3.
4.
5.
Change names of degrees (e.g. from B.A. to B.F.A.)
Implement a new minor or certificate where there is no major or no option in a major;
Establish new degrees and add majors to existing degrees;
Expand/extend approved mission; and
Any other changes in governance and organization as described in Board of Regents’
Policy 218, such as formation, elimination or consolidation of a college, division,
school, department, institute, bureau, center, station, laboratory, or similar unit.
Specify Request:
The Department of Mathematical Sciences at The University of Montana proposes to create a new Program,
the Master of Arts in Teaching Middle School Mathematics. This would allow teachers who are certified to
teach middle school mathematics with a K-8 teaching endorsement to acquire a graduate degree that
expands their mathematical and pedagogical knowledge significantly to a level that meets current
recommendations of both national and international mathematics educators.
3
L E V E L
I I
B O A R D
O F
R E G E N T S
I T E M S
CURRICULUM PROPOSALS
1. Overview
The proposed program was suggested by statewide task force formed to improve the teaching of
mathematics and science in Montana. The fact that middle school teachers of mathematics often
have a K-12 teaching endorsement that requires only two courses of mathematical content and one
course in pedagogy led to concerns when teachers are required to meet the standards that are being
advocated in today's mathematics curriculum. This program, unique to Montana, was designed to
address that concern. (A more detailed justification of the program is attached.)
2. Provide a one paragraph description of the proposed program. Be specific about what degree, major,
minor or option is sought.
Middle School Teachers in the MATMSM Program will learn mathematics content and pedagogy to
provide them with skills and expertise to teach middle school students appropriate mathematics.
The program of 24 core credits and 6 elective credits includes a professional project that engages the
student in action research about the teaching and learning of mathematics. One course specific to
mathematics pedagogy is required. In addition, appropriate pedagogy and technology will be
modeled in all courses. This innovative program can be completed during two summers and the
included academic year. Components of this program are offered online with two summer sessions,
each consisting of three courses. Summer courses involve face to face (FTF) sessions on campus.
3. Need
a. To what specific need is the institution responding in developing the proposed program?
Teachers of middle school mathematics with a K-8 teaching certificate will be better served if
they have an opportunity to increase their content and pedagogical knowledge in mathematics.
b. How will students and any other affected constituencies be served by the proposed program?
The students of these teachers will also be better served by the enhanced opportunity to offer
more choices and depth in the middle school mathematics curriculum.
c. What is the anticipated demand for the program? How was this determined?
According to the Office of Public Instruction, it is estimated that approximately half of the
middle school mathematics teachers in Montana do not have an adequate depth of preparation
(in mathematics) to meet current standards of federal legislation.
4. Institutional and System Fit
a. What is the connection between the proposed program and existing programs at the institution?
The program extends the effort to enhance the mathematical preparation already offered to
secondary mathematics teachers to teachers of middle school mathematics. Current graduate
programs in mathematics require a major or minor in mathematics as a starting point, so
teachers who majored in elementary or special education are not eligible for those programs.
This new program offers a graduate degree in mathematics specifically for teachers who
majored in elementary education or special education. The institution has the personnel and
facilities to provide this program.
4
b. Will approval of the proposed program require changes to any existing programs at the
institution? If so, please describe.
No changes are expected except to offer more courses in sufficient number to allow students to
complete the program.
c. Describe what differentiates this program from other, closely related programs at the institution (if
appropriate).
With current programs, K-8 certified teachers are not eligible to obtain an advanced degree in
the mathematical sciences. This program extends that opportunity.
d. How does the proposed program serve to advance the strategic goals of the institution?
The program expands the commitment of The University of Montana in graduate education. It
will aslo serve to build community through outreach and engagement. It will offer a muchneeded service to the middle school students of Montana.
e. Describe the relationship between the proposed program and any similar programs within the
Montana University System. In cases of substantial duplication, explain the need for the proposed
program at an additional institution. Describe any efforts that were made to collaborate with
these similar programs; and if no efforts were made, explain why. If articulation or transfer
agreements have been developed for the substantially duplicated programs, please include the
agreement(s) as part of the documentation.
This program is unique in the Montana University System. The developers consulted with
faculty at Montana State University for their input in the design of this program.
5. Program Details
a. Provide a detailed description of the proposed curriculum. Where possible, present the
information in the form intended to appear in the catalog or other publications. NOTE: In the case
of two-year degree programs and certificates of applied science, the curriculum should include
enough detail to determine if the characteristics set out in Regents’ Policy 301.12 have been met.
A program summary is attached.
b. Describe the planned implementation of the proposed program, including estimates of numbers of
students at each stage.
When advertised appropriately, we hope to attract 10-15 students each year, which we expect
to continue for several years to come.
6. Resources
a. Will additional faculty resources be required to implement this program? If yes, please describe
the need and indicate the plan for meeting this need.
The anticipated size of the program will require no additional faculty.
b. Are other, additional resources required to ensure the success of the proposed program? If yes,
please describe the need and indicate the plan for meeting this need.
No additional resources are anticipated. The courses offered will be in the regular schedule of
the departments involved.
7. Assessment
How will the success of the program be measured?
Reports of the progress of students in the program will be a part of the regular assessment of
courses and programs that have been established for the units involved in its delivery.
5
8. Process Leading to Submission
Describe the process of developing and approving the proposed program. Indicate, where
appropriate, involvement by faculty, students, community members, potential employers, accrediting
agencies, etc.
See the attached MATMSM Justification.
6
Level II Regential Form
Attach to full proposal for level II changes.
I Summary of Proposed Changes
Department/program
Mathematical Sciences
Summary
The Department proposes to create a new Program, the Master of
Arts in Teaching Middle School Mathematics. This would allow
teachers who are certified to teach middle school mathematics with
a K-8 teaching endorsement to acquire a graduate degree that
expands their mathematical and pedagogical knowledge significantly
to a level that meets current recommendations of both national and
international mathematics educators.
II Preliminary Approval
Requestor:
Phone
Department/Program
Chair:
Other affected programs:
Type/Print Name Signature
James Hirstein
X2661
Leonid Kalachev, Chair
Mathematical Sciences
Trent Atkins, Chair
Curriculum & Instruction
Date
Roberta Evans, Dean
College of Education &
Human Sciences
Dean
Christopher Comer, Dean
College of Arts & Sciences
Dean of the Library
Bonnie Allen, Dean
Library impact statement: Are the resources included in the proposal sufficient to
adequately support the new program’s library needs?
Initial Review in Provost’s Office
III Type of Program Change (check X appropriate description)
Create new degree; add new major to existing degree
XX
Create minor or certificate where major does not exist
Change name of degree
IV Proposal (See instructions at http://www.umt.edu/provost/curriculum.htm)
Attach the following:
 Full Proposal
 BOR Level II Program Change Request
 Item Template
 Cover/Signature Page
V Copies and Electronic Submission
Submit the complete Level II proposal to the Provost’s Office for preliminary approval. After all
signatures have been obtained submit original, one copy, and an electronic file to the Faculty
Senate Office, UH 221, camie.foos@mso.umt,.edu
7
A PROPOSAL FOR THE INTRODUCTION OF A NEW GRADUATE PROGRAM
Master of Arts in Teaching Middle School Mathematics
(MATMSM)
at The University of Montana
Justification
Program Summary
Descriptions of Courses
Course Additions and Changes Forms
M 500 Current Mathematical Curricula (prerequisite change)
M 501 Technology in Mathematics for Teachers (prerequisite change)
M 506 Topics in Integrated Mathematics and Science (new course)
M 510 Problem Solving for Teachers (prerequisite change)
M 570 Concepts of Calculus for Middle School Teachers (new course)
M 572 Algebra for Middle School Teachers (new course)
M 573 Geometry for Middle School Teachers (new course)
M 574 Probability and Statistics for Middle School Teachers (new course)
M 578 Discrete Mathematics for Middle School Teachers (new course)
C&I 588 Action Research in Classrooms (new course)
Letters of Support
8
MATMSM Justification
In response to the national imperative to increase the quality, quantity, and diversity of mathematics
and science teachers, a task force comprised of leading state educators in Montana was assembled on October
3, 2008. The task force is led by President George M. Dennison, The University of Montana, President Geoffrey
Gamble, Montana State University, Commissioner Sheila Stearns, The Office of the Commissioner of Higher
Education, and Denise Juneau, Montana Superintendent of Public Instruction. These leaders discussed the
importance of galvanizing statewide leadership in order to assess how Montana can support and sustain
education reform efforts regarding mathematics and science education. As a result, additional key
stakeholders including faculty from tribal colleges, executive directors of State education associations,
teachers and students from multiple Montana school districts, and business leaders throughout Montana
communities are now part of the Montana Mathematics and Science Teacher Initiative (MMSTI) Steering
Committee. This statewide network represents Montana’s commitment to improve collaboration and
information exchange across multiple levels of state education agencies, businesses, private foundations, and
state industries to ensure success for college and career readiness and civic engagement.
One of MMSTI’s primary objectives is to assess the skills, knowledge, and dispositions of mathematics
and science teachers across the state. Under the direction of the MMSTI Steering Committee a needs
assessment survey was distributed to the entire membership of the Montana Council of Teachers of
Mathematics (MCTM). The results of this survey indicated a significant number of teachers thought that
increasing content knowledge would improve instructional practices and enhance the rigor in teaching middle
school mathematics. An example of this demand is reflected by the following quote from a Montana
mathematics teacher, “At the middle school level I need more content knowledge…. I feel that content
knowledge holds me back in expanding and making my lessons more engaging.” (MCTM Survey, 2009).
Further evidence supporting the need to enhance middle school content knowledge is evidenced in
the policy implications section in The Preparation Gap: Teacher Education for Middle School Mathematics in
Six Countries (Mathematics Teaching in the 21st Century, MT21, 2007):
We do recommend that discussions should be begun having to do with the amount of mathematics
required in the training of middle school teachers. However, just as importantly, the belief that the
preparation of future teachers might be done without any preparation in practical pedagogy seems
unwise and should certainly be reconsidered. The fact that none of the five countries prepare their
teachers in this way tells us something. The real question then is not whether such experiences are
necessary but rather the nature and the extent of the learning opportunities in each of the three areas
that should be available for future teachers. It is quite revealing that the countries whose students
continuously perform well on the international benchmark tests have the teachers who have been
trained with extensive educational opportunities in mathematics as well as in the practical aspects of
teaching mathematics to students in the middle grades. (p. 42)
The Master of Arts in Teaching Middle School Mathematics intends to address these deficiencies
among current middle school mathematics teachers who have been prepared in programs for licensure in K-8
programs that do not emphasize the mathematical content and appropriate methodology for middle school
students.
9
PROGRAM SUMMARY
Master of Arts in Teaching Middle School Mathematics (MATMSM)
Department of Mathematical Sciences
The University of Montana
September, 2010
The Master of Arts in Teaching Middle School Mathematics degree addresses the specific need for highly
qualified teachers of mathematics at the middle grades level. Students in this program learn mathematics
content and pedagogy to provide them with skills and expertise to teach middle school students appropriate
mathematics. The program is available mostly online, with a two-summer 3-week on-campus requirement and
can be completed during two summers and the included academic year. Typically, students would take 10
credits in each of the three blocks, summer one, academic year, and summer two, but they could begin in any
summer. The program overview follows:
24 Credit Core (all have online components; some have FTF components):
Course Title
Semester/format
M 500 (3 cr) Current Mathematical Curricula
Spring online
M 501 (3 cr) Technology in Mathematics for Teachers
Summer 1 week FTF
M 572 (3 cr) Algebra for Middle School Teachers
Summer 1 week FTF
M 573 (3 cr) Geometry for Middle School Teachers
Summer 1 week FTF
M 574 (3 cr) Probability and Statistics for Middle School Teachers
Summer 1 week FTF
M 570 (3 cr) Concepts of Calculus for Middle School Teachers
Summer 1 week FTF
C&I 542 (3 cr) Supervision and Teaching of Mathematics
Summer 1 week FTF
C&I 588 (3 cr) Action Research in Classrooms
Fall online
Electives (6 credits):
M 504 (R-12) Topics in Math Education (such as …)
Number Theory
Anatomy of Curves
Historical Topics
M 506 (3 cr) Integrated Math/Science
M 578 (3 cr) Discrete Math for Middle School Teachers
M 510 (3 cr) Problem Solving for Teachers
(3 cr) Cognate Field Course chosen with Advisor
Professional Paper:
Students, under the direction of an advisor, are required to prepare
a professional paper and give an oral presentation of the research
topic chosen. This project will be planned and evaluated by a
committee of at least three faculty that must include at least two
from Mathematical Sciences and one from Curriculum and
Instruction.
Fall or Spring online
Fall or Spring online
Fall or Spring online
Fall or Spring online
Fall or Spring online
Fall or Spring online
10
Proposed Rotation:
Summer One
Fall
M 573 (3 cr)
C&I 588 (3 cr) online
M 574 (3 cr)
Elective (3 cr) online
C&I 542 (3 cr)
Spring
M 500 (3 cr) online
Elective (3 cr) online
Summer Two
M 570 (3 cr)
M 572 (3 cr)
M 501 (3 cr)
Students could take 9 credits each summer and 12 credits during the year to finish in two summers and one
academic year (9-12-9). They could take a lighter load during the academic year and finish in two summers
and two academic years (9-6-9-6).
Students can begin the program in any summer, so some beginning students will be attending summer classes
with those completing the program as well as those starting the program (beginning in the second
summer).
If the program grows to a significant number of students, there could be more electives offered each summer
so the students would have a choice of more topics. The description given above assumes that three
required courses are available every summer. These would need to be offered every second summer so
students can finish the program in two years.
C&I 588 Action Research in Classrooms must be taken early in the students program. During and following the
course, students will work on their final project during the school year with their advisor and committee,
then present their results in the final term.
Teachers in MATMSM Program will learn mathematics content and pedagogy to provide them with skills and
expertise to teach middle school students appropriate mathematics. One course specific to mathematics
pedagogy is required. Another course focuses on classroom research. In addition, appropriate pedagogy and
technology will be modeled in all courses. This innovative program can be completed during two summers and
the included academic year. Components of this program are offered online with two summer sessions, each
consisting of two or three courses. Summer courses typically involve one week of face-to-face (FTF) sessions
on campus with online assignments completed later.
11
Descriptions of Courses in the MATMSM Program
September, 2010
M 500 Current Mathematical Curricula
(current catalog description, new prereq.)
Offered intermittently. Prereq., [teacher certification or consent of instructor]. Analysis of contemporary
materials for secondary school mathematics: the goals, the mathematical content, alternative
methodologies, and curriculum evaluation.
M 501 Technology in Mathematics for Teachers
(current catalog description, new prereq.)
Offered intermittently. Prereq., [teacher certification or consent of instructor]. Technology usage – when
it is appropriate and when it is not. Experience is provided with scientific calculators, graphing utilities,
computers, and identification of exemplary software.
M 504 Topics in Mathematics Education
(current catalog description) Repeatable up to 12 credits.
Offered intermittently. Prereq., teacher certification. Topics of current interest which may include
calculus, number theory, probability and statistics, geometry, or algebra, at a level suitable for teachers.
Some recent examples include:
Anatomy of Curves. Analysis of equations and their corresponding curves in two- and three-dimensional
coordinate systems: rectangular form, polar form, parametric form.
Number Theory. Topics in algebra selected from quadratic forms and elementary number theory. A
variety of materials to explore the relationships in the multiplicative structure of the integers.
Historical Topics in Mathematics. Topics on how mathematical ideas have developed over time, how
social, cultural, and historical factors impacted the development of mathematics, and how mathematics
has contributed to society and human culture.
M 506 Topics in Integrated Mathematics and Science
(new course) Repeatable up to 6 credits.
Offered intermittently. Prereq., [teacher certification or consent of instructor]. Mathematical concepts
and their applications in life sciences, astronomy, physical sciences, and environmental sciences.
12
M 510 Problem Solving for Teachers
(current catalog description, new prereq.)
Offered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Strategies for
problem solving, problem posing in a variety of situations, modeling and applications. Problems are
selected from various areas of mathematics.
M 570 Concepts of Calculus for Middle School Teachers
(new course) 3 credits
Offered online in full-year format. Prereq., [teacher certification or consent of instructor]. A first course in
differential and integral calculus. Concepts, definitions, properties, and elementary applications of the
calculus of single-valued real variables.
M 572 Algebra for Middle School Teachers
(new course) 3 credits
Offered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Topics include
algebraic number fields, linear algebra topics, polynomials, and applications appropriate for teachers of
middle school mathematics.
M 573 Geometry for Middle School Teachers
(new course) 3 credits
Offered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Introduction to
synthetic, analytic, vector, and transformational approaches to geometry. Includes topics in 2- and 3dimensional geometry and measurement appropriate for teachers of middle school mathematics.
M 574 Probability and Statistics for Middle School Teachers
(new course) 3 credits
Offered intermittently in summer. Prereq., [teacher certification or consent of instructor]. A survey of
topics in probability and statistics appropriate for teachers of middle school mathematics.
M 578 Discrete Mathematics for Middle School Teachers
(new course) 3 credits
Offered intermittently. Prereq., [teacher certification or consent of instructor]. Elements and operations
of finite structures, combinatorics, recursion, graphs, matrices, and finite models appropriate for teachers
of middle school mathematics.
13
C&I 542 Supervision and Teaching of Mathematics (existing course)
(3 credits: current catalog description)
Curriculum trends, instructional materials, research and supervisory techniques relevant to a modern
school mathematics program.
[This course focuses on effective implementation of teaching/learning strategies to best supervise, assess,
and facilitate middle school mathematics instruction. Students will learn about the history of the national
standards efforts in mathematics and the National Board for Professional Teaching Standards (NBPTS), as
well as the more recent controversies in methodological implementations of the Standards. Students will
use appropriate technology, search the Internet, use hands-on–minds-on learning strategies, evaluate
student materials, and develop a philosophy for approaching school mathematics learning and teaching for
enhancing mathematical power of all students.]
C&I 588 Action Research in Classrooms
(new course) 3 credits
Readings in research in teaching/learning. Strategies to implement all components of an actin research
project in a classroom including planning/research design, action, reflection, and sharing.
Appropriate courses in the Curriculum and Instruction Department are considered from a cognate field in the
MATMSM Program. For instance, the following kind of course has been suggested:
C&I 5XX Middle School Development, Motivation, and Learning (new course)
(3 credits: offered intermittently)
This course focuses on the middle school student. Cognitive, social, and emotional development are
addressed. Motivation, learning, and management strategies are emphasized.
14
Course Form
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Prefix and Course #
Course Title
Current Mathematical Curricula
M 500
Short Title (max. 26 characters incl. spaces)
Math Curricula
Summarize the change(s) proposed
Change prerequisites only
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
Justification: How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
YES
NO
15
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
XX
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
M 500 Current Mathematical Curricula
Offered intermittently. Prereq., undergraduate
mathematics major or minor.
Analysis of contemporary materials for
secondary school mathematics: the goals, the
mathematical content, alternative
methodologies, and curriculum evaluation.
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
NO
M 500 Current Mathematical Curricula
Offered intermittently. Prereq., teacher
certification or consent of instructor.
Analysis of contemporary materials for
secondary school mathematics: the goals, the
mathematical content, alternative
methodologies, and curriculum evaluation.
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
6. Other programs affected by the change
7. Justification for proposed change
NO
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
Allows middle school mathematics teachers to be
eligible to take this course
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Course Form
Revised 11-2009
16
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Prefix and Course #
Course Title
Technology in Mathematics for Teachers
M 501
Short Title (max. 26 characters incl. spaces)
Technology for Math Tchrs
Summarize the change(s) proposed
Change prerequisites only
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
Justification: How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
YES
NO
17
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
XX
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
M 501 Technology in Mathematics for Teachers
Offered intermittently. Prereq., undergraduate
mathematics major or minor. Technology
usage – when it is appropriate and when it is
not. Experience is provided with scientific
calculators, graphing utilities, computers, and
identification of exemplary software.
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
NO
M 501 Technology in Mathematics for Teachers
Offered intermittently. Prereq., teacher
certification or consent of instructor.
Technology usage – when it is appropriate and
when it is not. Experience is provided with
scientific calculators, graphing utilities,
computers, and identification of exemplary
software.
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
6. Other programs affected by the change
7. Justification for proposed change
NO
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
Allows middle school mathematics teachers to be
eligible to take this course
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009
18
Course Form
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Prefix and Course #
Course Title
Topics in Integrated Mathematics and Science
Short Title (max. 26 characters incl. spaces)
Integrate Math/Science
Summarize the change(s) proposed
New Course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
M 506
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
** Graduate course only, not subject to Common Course Numbering **
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
Math 506 Topics in Integrated Mathematics and Science
(new course) Repeatable up to 6 credits.
Offered intermittently. Prereq., [teacher certification or consent of instructor].
Mathematical concepts and their applications in life sciences, astronomy, physical sciences, and
environmental sciences.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Elective course in the proposed Master of Arts in Teaching Middle School Mathematics Program
Are there curricular adjustments to accommodate teaching this course?
NO
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
19
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
YES
NO
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
6. Other programs affected by the change
7. Justification for proposed change
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
Syllabus and assessment requirements will vary with the choice of topic. One example of a recently
proposed offering that would fit this course is:
In this course, we will explore the mathematical concept of function in physical contexts. Students
collect data from a variety of scientific contexts in which one variable has a functional dependence on
another. We explore multiple representations for functions, cover the most common classes of
functions, and discuss what the form of the function says about the underlying physical phenomenon.
We will design standards-based grade-appropriate lessons concerning these concepts.
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
20
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009
21
Course Form
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Course Title
Problem Solving for Teachers
Prefix and Course #
M 510
Short Title (max. 26 characters incl. spaces)
Problem Solving for Tchrs
Summarize the change(s) proposed
Change prerequisites only
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
Justification: How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
YES
NO
22
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
Prerequisites
XX
NO
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
M 510 Problem Solving for Teachers
M 510 Problem Solving for Teachers
Offered intermittently in summer. Prereq.,
Offered intermittently. Prereq., teacher
undergraduate mathematics major or minor.
certification or consent of instructor. Strategies
Strategies for problem solving, problem posing in a for problem solving, problem posing in a variety of
variety of situations, modeling and applications.
situations, modeling and applications. Problems
Problems are selected from various areas of
are selected from various areas of mathematics.
mathematics.
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the NO
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
6. Other programs affected by the change
7. Justification for proposed change
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
Allows middle school mathematics teachers to be
eligible to take this course
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009
23
Course Form
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Prefix and Course #
Course Title
Calculus for Middle School Teachers
Short Title (max. 26 characters incl. spaces)
Calculus Mdl Sch Tchrs
Summarize the change(s) proposed
New Course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
M 570
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
** Graduate course only, not subject to Common Course Numbering **
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
M 570 Concepts of Calculus for Middle School Teachers
(new course) 3 credits
Offered online in full-year format. Prereq., [teacher certification or consent of instructor]
A first course in differential and integral calculus. Concepts, definitions, properties, and elementary
applications of the calculus of single-valued real variables.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Required course in the proposed Master of Arts in Teaching Middle School Mathematics Program
Are there curricular adjustments to accommodate teaching this course?
NO
24
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
YES
NO
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
6. Other programs affected by the change
7. Justification for proposed change
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
Attached
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009
25
M 570 Calculus for Middle School Teachers
Summer, 20XX (June XX – XX, July XX on-line day)
meets 9:00 – 12 noon and 1:00 – 4:00 pm in the Mathematics Building one week in June
and an online day one month later in July.
Teacher:
Course description:
A first course in differential and integral calculus. Concepts, definitions, properties, and elementary
applications of the calculus of single-valued real variables.
This includes two responsibilities:
1. Students will learn the basic properties of functions and the principles of calculus that shed light on
topics found in middle school mathematics.
2. Students will explain the connections between alternative representations of functions: conceptual,
formal, graphical, and applications.
3. Students will demonstrate the uses of calculus techniques in problems of optimization, motion, areas,
and volumes.
Text:
Harcharras and Mitrea, Calculus Connections: Mathematics for Middle School Teachers, Pearson
Prentice Hall, 2007.
Topic outline:
1. Sequences, series, and limits,
2. Functions and continuity,
3. Differentiation and its applications,
4. Integration and its applications.
Projects / Course Requirements:
There will be four assessment events:
1. One quiz over calculus topics.
2. A short report, which will include a presentation and a written page about a teaching activity that
you found or created. The most important feature of the short report is that it communicates some
function concepts that you have done and can share.
3. A plan for an instructional unit. This will be a collection of material that could be used by your
students to develop an idea related to calculus. A unit should have specific goals for teaching the
selected topic (or topics).
It is expected that all students will become familiar with the following common technology: Calculator
function representation, Excel, some mathematical software packages.
26
Course Form
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Prefix and Course #
Course Title
Algebra for Middle School Teachers
Short Title (max. 26 characters incl. spaces)
Algebra Middle Sch Tchrs
Summarize the change(s) proposed
New Course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
M 572
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
** Graduate course only, not subject to Common Course Numbering **
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
M 572 Algebra for Middle School Teachers
(new course) 3 credits
Offered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Topics
include algebraic number fields, linear algebra topics, polynomials, and applications appropriate for
teachers of middle school mathematics.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Required course in the proposed Master of Arts in Teaching Middle School Mathematics Program
Are there curricular adjustments to accommodate teaching this course?
NO
27
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
YES
NO
XX
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
6. Other programs affected by the change
7. Justification for proposed change
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
Attached
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009
28
M 572 Algebra for Middle School Teachers
Summer, 20XX (One week June XX – XX, July XX)
meets 9:00 - 12:00 and 1:00 - 4:00 pm in the Mathematics Building one week in June,
and an online day one month later in July.
Teacher:
Course description:
The main purpose of this course is to explore the content of algebra from multiple perspectives (number
structures, their properties, graphing), its place in the 6-9 mathematics curriculum (beyond algebra per se),
and techniques for teaching algebra (exploration, conjecture, justification, the use of technology).
This includes three responsibilities:
1. Participants will gain familiarity and depth with a variety of curriculum materials and mathematical
presentations that can be used to engage their students in algebraic investigations and problem
solving approaches.
2. Participants will consider national and international student performance of middle- to high-school
aged students on algebra items in order to gain a perspective about the importance of these topics
in the mathematics curriculum.
3. Participants will organize classroom presentations and develop units of instructional material that
could be used with their students.
Text and resources:
Papick, Ira J. Algebra Connections. Pearson-Prentice Hall, 2007.
The NCTM's Navigation Series on Algebra (four modules: K-2, 3-5, 6-8, 9-12).
The NCTM's Navigation Series on Number and Operations (four modules: K-2, 3-5, 6-8, 9-12).
Topic outline:
1.
2.
3.
4.
5.
integer, rational, real, and complex number systems
polynomials and their operations
algebraic equations and solution methods
modular arithmetic and mathematical structures
groups, rings, vector spaces, and fields
Projects / Course Requirements:
There will be four assessment events:
1. One quiz over traditional algebraic topics.
2. Two short reports, which will include a presentation and a written page about an algebra teaching
activity that you found or created. The most important feature of the short report is that it
communicates some algebra that you have done and can share with others.
3. A plan for an instructional unit. This will be a collection of material that could be used by your
students to develop an algebraic idea. A unit should have specific goals for teaching a selected
algebra topic (or topics).
29
Course Form
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Prefix and Course #
Course Title
Goemetry for Middle School Teachers
Short Title (max. 26 characters incl. spaces)
Geometry Middle Sch Tchrs
Summarize the change(s) proposed
New Course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
M 573
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
** Graduate course only, not subject to Common Course Numbering **
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
M 573 Geometry for Middle School Teachers
(new course) 3 credits
Offered intermittently in summer. Prereq., [teacher certification or consent of instructor].
Introduction to synthetic, analytic, vector, and transformational approaches to geometry. Includes
topics in 2- and 3-dimensional geometry and measurement appropriate for teachers of middle
school mathematics.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Required course in the proposed Master of Arts in Teaching Middle School Mathematics Program
Are there curricular adjustments to accommodate teaching this course?
NO
30
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
YES
NO
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
6. Other programs affected by the change
7. Justification for proposed change
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
Attached
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009
31
M 573 Geometry for Middle School Teachers
Summer, 20XX (June XX – XX, July XX on-line day)
meets 9:00 – 12:00 and 1:00 – 4:00 in the Math Building one week in June
and an online day one month later in July
Teacher:
Course description:
The main purpose of this course is to explore the content of geometry from multiple perspectives (proof,
properties, transformations), its place in the 6-9 mathematics curriculum (beyond geometry per se), and
techniques for teaching geometry (exploration, conjecture, justification, the use of technology).
This includes three responsibilities:
1. Participants will gain familiarity and depth with a variety of mathematical presentation and
computer software packages that can be used to engage their students in investigations and
problem explorations of geometry topics.
2. Participants will consider national and international student performance of middle- to high-school
aged students on geometry items in order to gain a perspective about the importance of these topics
in the mathematics curriculum.
3. Participants will organize classroom presentations and develop units of instructional material that
could be used with their students.
Text and resources:
John K. Beem, Geometry Connections, Pearson Prentice Hall, 2006.
The NCTM's Navigation Series on Geometry (four modules: K-2, 3-5, 6-8, 9-12).
The NCTM's Navigation Series on Measurement (four modules: K-2, 3-5, 6-8, 9-12).
H.S.M. Coxeter and S.L. Greitzer, Geometry Revisited, Singer, 1967.
Topic outline:
1.
2.
3.
4.
some extended Euclidean geometry,
geometric figures, areas, and volumes (in 2 and 3 dimensions),
similarity and its applications, and
geometric transformations (rigid motions and vector representations).
Projects / Course Requirements:
There will be three assessment events:
1. Two quizzes, one over traditional geometry topics and one over transformations.
2. one short report, which will include a presentation and a written page about a geometry teaching
activity that you found or created. The most important feature of the short report is that it
communicates some geometry that you have done and can share with others.
3. A plan for an instructional unit. This will be a collection of material that could be used by your
students to develop a geometrical idea. A unit should have specific goals for teaching a selected
geometry topic (or topics).
32
Course Form
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Prefix and Course #
Course Title
Probability and Statistics for Middle School Teachers
Short Title (max. 26 characters incl. spaces)
Prob&Stat Mdl Sch Tchrs
Summarize the change(s) proposed
New Course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
M 574
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
** Graduate course only, not subject to Common Course Numbering **
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
Math 574 Probability and Statistics for Middle School Teachers
(new course) 3 credits
Offered intermittently in summer. Prereq., [teacher certification or consent of instructor].
A survey of topics in probability and statistics appropriate for teachers of middle school
mathematics.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Required course in the proposed Master of Arts in Teaching Middle School Mathematics Program
Are there curricular adjustments to accommodate teaching this course?
NO
33
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
YES
NO
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
6. Other programs affected by the change
7. Justification for proposed change
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
Attached
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009
34
M 574 Probability and Statistics for Middle School Teachers
Summer, 20XX (June XX – XX, July XX on-line day)
meets 9:00 – 12 noon and 1:00 – 4:00 pm in the Mathematics Building one week in June
and an online day one month later in July.
Teacher:
Course description:
The main purpose of this course is to explore the place and content of probability and statistics in the 6-9
mathematics curriculum.
This includes two responsibilities:
1. Participants will gain familiarity and depth with the probability and statistics concepts that are
appropriate for secondary mathematics students.
2. Participants will organize classroom presentations and develop units of instructional material that
could be used with their students.
Text and resources:
Rossman, Chance, & von Oehsen, Workshop Statistics: Discovery with Data and the
Graphing Calculator (Second Ed.), Key College Publishing, 2002.
The NCTM's Navigation Series on Probability (two modules: 6-8, 9-12).
The NCTM's Navigation Series on Data Analysis (two modules: 6-8, 9-12).
Data Driven Mathematics, Addison Wesley Longman, 1998.
Topic outline:
1. exploring data and distributions,
2. using simulations as a problem solving tool,
3. making inferences from data,
4. developing the mathematical ideas found in classroom materials,
5. solving mathematical problems in probability and statistics, and
6. creating exploratory lessons for students.
Projects / Course Requirements:
There will be four assessment events:
1. Two quizzes, one over probability topics and the other over statistical topics.
2. A short report, which will include a presentation and a written page about a teaching activity that
you found or created. The most important feature of the short report is that it communicates some
probability and statistics that you have done and can share.
3. A plan for an instructional unit. This will be a collection of material that could be used by your
students to develop a probability or statistical idea. A unit should have specific goals for teaching
the selected topic (or topics).
It is expected that all students will become familiar with the following common technology: Calculator
statistics, random number generators, Excel, some statistical software package.
35
Course Form
I. Summary of Proposed Changes
Dept / Program
Mathematical Sciences
Prefix and Course #
Course Title
Discrete Mathematics for Middle School Teachers
Short Title (max. 26 characters incl. spaces)
Discrete Math Mdl Sch Tchr
Summarize the change(s) proposed
New Course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
James Hirstein
Phone/ email :
X2661
Program Chair/Director:
Leonid Kalachev
Other affected programs
Dean:
M 578
Date
Christopher Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or
corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review: Does an equivalent course exist elsewhere in
YES
NO
the MUS? Do the proposed abbreviation, number, title and credits align with existing
course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
** Graduate course only, not subject to Common Course Numbering **
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
M 578 Discrete Mathematics for Middle School Teachers
(new course) 3 credits
Offered intermittently. Prereq., [teacher certification or consent of instructor].
Elements and operations of finite structures, combinatorics, recursion, graphs, matrices, and finite
models appropriate for teachers of middle school mathematics.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Elective course in the proposed Master of Arts in Teaching Middle School Mathematics Program
Are there curricular adjustments to accommodate teaching this course?
NO
36
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by
the Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in
catalog (http://www.umt.edu/catalog) 
YES
NO
From:
To:
Repeatability
Cross Listing (primary
program initiates
form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
6. Other programs affected by the change
7. Justification for proposed change
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
Attached
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009
37
M 578 Discrete Mathematics for Middle School Teachers
Summer, 20XX (June XX – XX, July XX on-line day)
meets 9:00 – 12 noon and 1:00 – 4:00 pm in the Mathematics Building one week in June
and an online day one month later in July.
Teacher:
Course description:
Elements and operations of finite structures, permutations, combinations, recursion, graphs, matrices, and
finite models appropriate for teachers of middle school mathematics.
This includes two responsibilities:
1. Students will identify and solve mathematical problems that employ discrete models.
2. Students will solve real-world problems that can be approached using discrete models.
3. Students will organize classroom presentations and develop units of instructional material that can be
used in secondary classrooms.
Texts and resources:
Discrete Mathematics across the Curriculum, NCTM Yearbook, 1991.
NCTM's Navigation Series on Discrete Mathematics (two modules: preK-5, 6-12).
Topic outline:
1. Counting, combinations, and permutations,
2. Graphs, paths, and circuits,
3. Matrix representations, and
4. Recursion and induction.
Projects / Course Requirements:
There will be four assessment events:
1. One quiz over discrete mathematics topics.
2. A short report, which will include a presentation and a written page about a teaching activity that
you found or created. The most important feature of the short report is that it communicates some
discrete mathematics concepts that you have done and can share.
3. A plan for an instructional unit. This will be a collection of material that could be used by your
students to develop an idea related to discrete mathematics. A unit should have specific goals for
teaching the selected topic (or topics).
It is expected that all students will become familiar with the following common technology: Calculator
counting methods and matrices, Excel, and some mathematical software packages.
38
Course Form
I. Summary of Proposed Changes
Dept / Program
C&I
Prefix and Course #
Course Title
Action Research in the Classroom
C&I 588
Short Title (max. 26 characters incl. spaces)
Action Research in Clssrm
Summarize the change(s) proposed
New course in MA in Math./ Mddl. Schl Math.
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
David Erickson
Phone/ email :
x5318
david.erickson@umontana.edu
Program Chair/Director:
Trent Atkins
Other affected programs:
Mathematics Dept. Chair
Leonid Kalachev
Dean CoEHS
Roberta Evans
Dean CAS
Christopher
Comer
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the
Chair/Director of any such department/
program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus
into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant
X
disciplines if course is interdisciplinary.
(http://mus.edu/transfer/CCN/ccn_default.asp)
** Graduate Course only, not subject to Common Course Numbering **
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
C&I 588 Action Research in the Classroom 3 cr. Offered autumn.
Readings in research in teaching/learning. Strategies to implement all components of an action
research project in a classroom including planning/research design, action, reflection, and sharing.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Required course in the proposed Master of Arts in Teaching Middle School Mathematics Program
Are there curricular adjustments to accommodate teaching this course?
No.
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment
(http://umt.edu/facultysenate/committees/grad_council/procedures/gradIncrement.aspx)
39
New fees and changes to existing fees are only approved once each biennium by
the Board of Regents. The coordination of fee submission is administered by
Administration and Finance. Fees may be requested only for courses meeting
specific conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/94012-1.pdf . Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
YES
NO
X
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
From:
To:
To:
Description Change
Change in Credits
From:
To:
Prerequisites
Repeatability
Cross Listing
(primary
program
initiates form)
Is there a fee associated with the
course?
2. Full and exact entry (as proposed) 
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
3. If cross-listed course: secondary program & course
number
4. Is this a course with MUS Common Course Numbering?
YES
http://mus.edu/transfer/CCN/ccn_default.asp
If yes, please explain below whether this change will eliminate the course’s common
course status.
5. Graduate increment if level of course is changed to Have you reviewed the graduate
UG. Reference guidelines at:
increment guidelines? Please check (X)
space provided.
http://umt.edu/facultysenate/committees
/grad_council/procedures/gradIncrement.aspx
(syllabus required in section V)
6. Other programs affected by the change
7. Justification for proposed change
NO
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
See attached
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 9-2010
40
C&I 588 Action Research
in the Classroom
Fall 2011
Instructor:
David Erickson, Ph.D. Associate Professor
Department of Curriculum & Instruction
Email: david.erickson@umontana.edu
Office Hours: Monday/Wednesday 9:10 – 11 AM
And by appointment and online – just email
or phone (406) 243-5318
Course Description:
This is a three-credit web-based graduate course for teachers designed to facilitate and document a
change in the teaching/learning in the classroom. Through readings and online discussions, students
plan an individual research study to investigate a specific research question of interest to the learner.
Students will follow the plan, act, reflect cycle and share results with peers through the web-based
course. Additionally, students are encouraged to seek publication of their research in appropriate
journals.
Learning Outcomes:
1. Students will be able to describe how action research informs teaching and changes
teaching practice (Conceptual Framework #1 (CF1).
2. Students will be able to formulate relevant action research questions. (10.58.501.1b).
3. Students will be able to write a literature review for an action research project (10.58.501.1k).
4. Students will be able to implement the action research cycle – plan, act, and reflect – within
their own classroom (CF5; 10.58.501.1j)
5. Students will be able to analyze and critique action research projects (CF8).
Textbooks:
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Mertler, C. A. (2011). Action Research: Improving Schools and Empowering Educators, 3rd Ed. Thousand
Oaks, CA: Sage Publications.
Readings (list to be updated in Fall 2011):
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria,
Australia: Deakin University Press.
41
Koehler, M. S., & Prior, M. (1993). Classroom interactions: The heartbeat of the
teaching/learning process. In D. T. Owens & S. Wagner (Eds.), Research ideas for the
classroom: Middle grades mathematics (pp. 280-298). New York: Macmillan.
Lankford, N. K. (1993). Teacher as researcher: What does it really mean? In P. S. Wilson &
S. Wagner (Eds.), Research ideas for the classroom: High school mathematics (pp. 279289). New York: Macmillan.
Raymond, A. M., & Leinenbach, M. (2000). Collaborative action research on the learning and
teaching of algebra: A story of one mathematics teacher’s development. Educational
Studies in Mathematics, 41(3), 283-307.
Smith, T. J. (2006). Exploring connections between teaching, learning and assessing
mathematics for understanding. In J. O. Masinglia (Ed.), Teachers engaged in research:
Inquiry in mathematics classrooms, grades 6-8. Reston, VA: NCTM.
Evaluation/Assessment:
Online weekly discussion board
Action research questions
Literature review
Project chapters I – V
Project sharing
20%
20%
20%
20%
20%
Letter grades correspond to percentages as follows:
A – 90% and above
B – 80-89%
C – 70-79%
D – 60-69%
F – Below 60%
Expectations: The University of Montana Student Conduct Code
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the
course instructor and/or a disciplinary sanction by the University.
All students need to be familiar wit the Student Conduct Code. The Code is available for review online at
http://life.umt.edu/vpsa/student_conduct.php
Please be aware of the expectations for academic student conduct. If you have any questions related to this
code, please ask.
Accommodations
Please let me know at the beginning of the semester if you need accommodations for learning in my
online classroom or through Disability Services for Students (DSS). I am happy to help facilitate these
needs.
42
43