KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name MATH 7495/M.A.T. Program
Department Mathematics and Statistics
Degree Title (if applicable)
Proposed Effective Date Fall 2010
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
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Vice President for Academic Affairs Date
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____MATH 7495________________
Course Title Advanced Perspectives on School Mathematics
Credit Hours 3
Prerequisites Admission to MAT program
Description (or Proposed Degree Requirements)
This course is for prospective 6-12 mathematics teachers who have a strong
undergraduate training in mathematics. This course is designed so that students can
revisit key ideas in school mathematics, bringing with them the skills and
understandings of college course work in mathematics and connecting more
advanced ideas to the topics they will teach in middle school and high school. The
goal of the course is to deepen and broaden students’ understanding of fundamental
ideas involving algebra, functions, trigonometry, number theory, discrete
mathematics, probability, and mathematical modeling. The emphasis is on engaging
the students in reasoning and problem solving, communicating about mathematics,
making connections among different areas and concepts of mathematics, and
exploring different ways of representing mathematical principles.
III.
Justification
According to a publication by the Mathematical Association of America (MAA)
“There is much evidence of a vicious circle in which too many future teachers
enter college with serious holes in their understanding of school mathematics,
have little college instruction focused on the mathematics they will teach, and so
enter their classrooms inadequately prepared to teach mathematics.”
Furthermore, “Future teachers should learn mathematics in a coherent fashion that
emphasizes the interconnections among theory, procedures, and applications.”
This course is designed so that students can revisit key ideas in school
mathematics, bringing with them the skills and understandings of college course
work in mathematics, deepening and broadening their understanding, and
connecting more advanced ideas to the topics they will teach in middle school and
high school.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Mary L. Garner
Text: Problem Analysis for Middle Grades and Secondary Mathematics Teachers
by Drs. Mary Garner, Sarah Ledford, and Virginia Watson.
Prerequisites: Admission to M.A.T. program.
Objectives:
Students will be able to:
(Content)
1. Explain the ways that basic ideas of number theory and algebraic structures underlie
rules for operations on symbolic expressions, equations, and inequalities (e.g. group
properties, equivalence relations, axioms of equality). (NCATE 2.2, 2.3, 10.3)
2. Derive general formulas to solve different types of problems and justify the derivation
(e.g. quadratic formula, formula for the sum of the first n integers). (NCATE 2.2, 2.3,
10.3)
3. Write discrete linear, quadratic, and exponential functions in closed and recursive
forms and derive those forms in different ways (e.g. system of equations, method of
finite differences). Connect arithmetic sequences to discrete linear functions and
geometric sequences to exponential functions. (NCATE 10.1, 10.2, 10.4).
4. Analyze the characteristics of functions and relations in algebraic, tabular, and
graphical form and interpret those characteristics in specific problem contexts.
(Characteristics include symmetry, rate of change, domain, range, zeros, intercepts,
intervals of increase and decrease, maximum and minimum values, end behavior.
Function types include polynomial, piecewise, rational, radical, logarithmic,
exponential, trigonometric, polar, and parametric). (NCATE 10.1, 10.4)
5. Analyze the characteristics of inverses, transformations, and compositions of
functions (e.g. polynomial, piecewise, rational, radical, logarithmic, exponential,
trigonometric, polar, and parametric).
6. Explain, derive, and use basic counting formulas to solve problems and determine
discrete probabilities (e.g. addition and multiplication principle of counting,
combinations, and permutations). (NCATE 13.1)
7. Determine coordinates and associated reference angles on the unit circle and use the
unit circle to define the trigonometric functions and the inverse trigonometric
functions (NCATE 12.2).
(Process)
8. Apply a variety of strategies to solve problems from the secondary curriculum,
including appropriate technology, and monitor and reflect on the process of
mathematical problem solving. (NCATE 1.1, 1.4, 6.1)
9. Analyze mathematical concepts that appear in problems from the secondary
curriculum exploring definitions, applications, and history of those concepts as well
as connections to other concepts. (NCATE 4.1, 4.3)
10. Communicate mathematical thinking coherently and clearly using the language of
mathematics to express ideas precisely, and evaluate the mathematical thinking and
strategies of others. (NCATE 3.1, 3.3, 3.4)
11. Use a variety of representations to model, interpret, communicate, and solve
problems, including vertex-edge graphs. (NCATE 5.1, 5.2, 5.3)
Note: The NCATE numbers refer to the NCATE/NCTM Program Standards for
Initial Preparation of Mathematics Teachers.
Instructional Method
Collaborative group work, whole-class discussions, presentations by individuals and
groups, very little lecture.
Method of Evaluation
(1) Weekly writing assignments.
(2) Examinations. There will be two in-class tests and a final examination.
(3) Term Project – a Problem Analysis. Each student will choose a problem from the
high school mathematics curriculum and analyze that problem. The student will
be provided with a list of problems from which he/she can choose. The first half of
the problem analysis will be due by mid-term. The second half will be due by the
end of the semester.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
1
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
MATH
7495
Advanced Perspectives
3-0-3
Fall 2010
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __