St. Cloud State University
General Education Goal Area 4 Designation
Mathematical Thinking & Quantitative Reasoning
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Proposal Number: _________________
Prepared by: Melissa Hanzsek-Brill
Phone:
3083001
Email: mbhanzsek@stcloudstate.edu
2.
Requesting Unit: Mathematics Department
3.
Department, Course Number, Title: MATH201 Mathematics for Elementary Teachers I
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
7.
Course bulletin description, including credits and semesters to be offered:
x
Existing Course
x
No
Diversity Proposal Accompanying This Form
x No
Yes
Nature of mathematics from a problem solving approach using sets, relations,
number systems through integers, rational numbers, discrete mathematics, and
basic algebra.
Prerequisite: MATH072
Credits: 3
Semesters offered: Fall, Spring, Summer
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This course is designed for Elementary Education majors, Special Education majors,
Child and Family Studies majors. However, anyone interested in taking this course
for general education credit may do so.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
This course will replace MATH193 as the prerequisite for MATH301 (currently
MATH330). MATH193 is taught in larger sections than we intend for MATH201.
However, the math department plans to reallocate faculty resources internally as
fewer seats need to be offered in MATH193. Teacher Development, Special Ed, and
Child & Family Studies will have to do Program Changes to reflect our course
changes.
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
None.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment has not included in the annual GE
assessment report for two years will be removed from the General Education Program.
x The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 4: Mathematical Thinking & Quantitative Reasoning
Apply mathematics to analyze numerical relationships, solve problems, explain processes and
interpret results.
Mathematics for Elementary Teachers I focuses on the nature of mathematics from a
problem solving approach using sets, relations, number systems through integers,
rational numbers, discrete mathematics, and basic algebra. Students are asked to
delve into the “hows” and “whys” behind the basic operations and number systems of
mathematics in order to explain these concepts in a variety of ways. Students are also
asked to review and evaluate their results as well as the results of others in order to
develop a better understanding and interpretation of mathematical concepts.
13. In order for a course to be designated as fulfilling Goal Area 4, it must address at least 4 of the 4 student
learning outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general
education course.
x 1. Demonstrate knowledge of the basic theories and methods of mathematics.
x 2. Use quantitative methods to test hypotheses or to construct quantitative solutions to problems..
x 3. Apply mathematical skills and knowledge in other academic disciplines..
x 4. Communicate quantitative ideas, both orally and in writing.
14.
Explain how each of the learning outcomes checked above is achieved by this course.
Students will learn basic mathematical theories, such as the Fundamental Theorem of
Arithmetic, and their applications. Students will learn basic deduction, problem solving
strategies, algorithms, etc. as necessary methods of mathematics. Students will use these
methods in order to solve mathematical problems, represent and analyze quantitative
relationships, and understand how mathematical ideas interconnect and build on one
another to produce a coherent whole. The mathematical and quantitative concepts they
learn will be applied to their education major in order to give them a better sense of the
connections between their college math courses and their future teaching experiences.
They will also learn how to connect mathematics to other disciplines, e.g. numeration
systems in world cultures. Students will learn to create and use representations to
organize, record, and communicate mathematical ideas using manipulatives, drawings,
written explanations, and oral presentations. Students will learn how to communicate
their mathematical thinking coherently and clearly to peers, teachers, and others as well as
analyze and evaluate the mathematical thinking and strategies of others. They will use
these representations and communications to model and interpret physical, social and
mathematical phenomena.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further.