Mathematics Education Proposal Package
Table of Contents
New Course Proposal: (MATH 2207) .......................................................................................................................... 2
Overview of New Gen Ed Course ....................................................................................................................... 10
Syllabus ................................................................................................................................................................ 11
Change in Prerequisite for MATH 3315 ................................................................................................................... 17
Change in Course Description for MATH 3316 ........................................................................................................ 20
Change in ECE Degree Program ................................................................................................................................. 23
Change in hours for MATH 2590................................................................................................................................ 28
1
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (General Education)
I. Proposed Information
Course Prefix and Number: MATH 2207
Course Title: Data Analysis and Probability for Teachers
Credit Hours (format should be # - # - #): 3 – 0 – 3
Prerequisites: MATH 1101or MATH 1111 or MATH 1112 or MATH 1113
(Prerequisites are courses or requirements that are non-negotiable and must be successfully
completed by any student before enrolling in the course or program under consideration. Corequisites are courses that can be taken before or in the same semester as the course under
consideration. Courses at the upper-division level will require lower-division competencies or
prerequisites.)
Course Description for the Catalog:
This course emphasizes techniques and applications in statistics and probability and uses
concrete materials in teaching the content. Topics include methods of summarizing data,
probability, exploring concepts of fairness as well as uncertainty and chance, identifying possible
outcomes and making predictions based on simple experiments, and demonstrating knowledge of
instructional strategies related to assessment and teaching. Not for mathematics or
mathematics education majors.
II. Justification for Course
A. Explain assessment findings which led to course development.
There are no assessment findings; however, the Board of Regents recommends this course
because of the new Georgia Performance Standards (GPS) that are mandated statewide.
The course will provide opportunity to strengthen Elementary and Early Childhood Education
and Middle Grades Education preservice teachers in the mathematics strand of data analysis
and probability and to better meet the needs of these preservice teachers.
B. Explain for Prerequisites:
1. What is the substance of content in each prerequisite that commands its inclusion as a
prerequisite to the proposed course?
The prerequisite should give the student a good background in algebra.
2. What is the desired sequence of prerequisites? NA
3. What is the rationale for requiring the above sequence of prerequisites? NA
4. How often are the required prerequisites offered?
The required prerequisite is offered each semester.
2
C. Give any other justification for the course.
The course is highly recommended by the USG Math Consortium for elementary and middle
grades mathematics specialist candidates. Thus, the addition of this course enables Elementary
and Early Childhood Education majors at Kennesaw State University to receive a Mathematics
Endorsement on their certificate upon graduation.
III. New General Education Course
Answer the following questions to explain how the new course contributes to integrated learning
at KSU.
A. Contribution to attainment of the General Education Program Learning outcomes:
1. Identify the general and specific General Education Program learning outcomes that are
addressed by this course. (The General Education learning outcomes can be found
online at www.kennesaw.edu/general_ed/Gen_Ed/Gen_Ed_Goals.htm).
Students will:








Identify core knowledge and key concepts in the General Education content areas
(1.1, K)
Apply knowledge and perspectives from the General Education content areas to real
world situations (1.3, K/S)
Communicate discipline-specific knowledge effectively and appropriately to context,
using oral, written, and/or graphical delivery modes (2.2, K/S)
Gather, analyze, and synthesize information specific to the General Education
disciplines (3.2, S)
Use technology appropriately to facilitate learning and problem solving (3.3, S)
Solve single and multi-step problems through different modes of reasoning (3.5, S)
Analyze and solve problems not previously encountered (3.6, S)
Use analytical thinking to draw logically consistent conclusions (3.7, S)
2. Describe the activities/assignments in this course that may be used to facilitate the
student’s achievement of each of the specific learning outcomes identified in A1 above.
Throughout the course, assignments and activities will employ the graphing calculator
and computer software in the development of the key concepts for the course, especially
as it applies to real world situations (1.1, 1.3, 3.3). All homework, quizzes, and tests will
require the solution to problems utilizing critical thinking and problem solving skills
through open-ended questions and investigations (2.2, 3.5, 3.6, 3.7). Projects and
presentations will serve as culminating activities for the concepts in the course (1.3, 2.2,
3.2, 3.3, 3.5, 3.6, 3.7).
B. How do the skills and knowledge gained in this course connect with those of other courses in
the General Education Program?
The course will provide preservice teachers a strong grounding in data analysis and
probability. These skills will serve the students well as they endeavor to educate children, after
3
graduation, about the communication, presented in statistical modes, in our society relating social
and economic changes.
C. How does this course provide a foundation for Upper Division Degree Programs?
When students are confronted with different types of data and various real-world
applications in other courses, they should have the knowledge and skills to deal with the data.
These skills should include formulating questions about the data, selecting and using appropriate
statistical methods to analyze the data, developing and evaluating inferences and predictions that
are based on the data. In those situations involving probability, students should understand and
apply basic concepts of probability. And, finally, students should demonstrate an understanding of
how P – 8 students learn mathematics and the pedagogical content knowledge appropriate to P –
8 mathematics teaching in this strand of mathematics.
D. How often will this course be offered?
The course will be offered each semester, just as MATH 1107 has been offered in the
past.
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the Course
The purpose of the course is to prepare P – 8 mathematics specialist candidates to:
 Make decisions and predictions through collecting, representing, processing,
summarizing, analyzing, and transforming data taken from real-world scenarios.
 Solve problems using multiple strategies, manipulatives, and technological tools;
interpret solutions; and determine reasonableness of answers and efficiency of
methods.
 Nurture collaboration, critical thinking, hands-on exploration, manipulative use,
problem-based inquiry, technology utilization, and activity implementation
addressing various learning styles and multiple intelligences.
 Select and use a variety of formative and summative assessment techniques to
monitor student progress, gauge students’ mathematical understanding, and
interpret school-based progress.
2. Objectives of the Course
Students will be able to:
 Formulate and solve problems that involve real-world data by selecting
appropriate statistics for that data
 Use appropriate instructional technologies for gathering and analyzing data
 Construct, read, and interpret data displays and make inferences and evaluate
arguments from data analysis
 Make predictions and draw conclusions based on data displays, e.g. a student’s
standardized test score results
 Determine probability of a given event
 Identify possible outcomes of simple experiments and predict, describe, and
calculate probability as a rational number
 Compute probabilities for simple compound events using various strategies
 Explore the relationship between experimental and theoretical probabilities
 Make predictions based on experimental or theoretical probabilities
4




Model situations by using experiments or simulations to determine probabilities
Create and interpret (by application of a random variable) discrete and normal
probability distributions
Demonstrate knowledge of appropriate pedagogy with concrete materials, with
technological instructional strategies, and with multiple strategies for assessment
Become aware of misconceptions and errors about statistics and probability
3. Course Content
The course will include measures of central tendency, position, variability, and
correlation; simulations; experimental and theoretical probability; discrete and normal
probability distributions; the use of random variables; inferences, data displays, data
interpretation, and predictions; and sampling and experimental design.
F. What instructional methodologies will be incorporated into the course to stimulate group
process and educational outcomes?
The use of experiments and simulations, projects, and presentations throughout the
course will provide opportunities for the group process. During this process the communication
among the students, the students and the mathematics, and the students and the instructor will
facilitate the educational outcomes specified for the course.
G. Outline the plan for continuous course assessment.
Continuous course assessment will be achieved by comparison with the USG Math
Consortium outline for a data analysis and probability course. A second source for comparison is
the Georgia Performance Standards (GPS) document that outlines the requirements for this
strand of mathematics and what is to be taught in Georgia’s schools.
H. Enclose a course syllabus (optional form described at the end of this document).
The attached syllabus is formatted as prescribed by the PTEU since the course is designed for
teachers.
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course?
No resources will be redirected to accommodate the course since the Mathematics
Department already teaches MATH 1107. The department has all the resources
necessary for the course. The only difference will be in scheduling, e.g. the usual twenty
sections of MATH 1107 could be split into 15 for MATH 1107 and 5 for MATH 2207. The
resource requirements would remain the same, thus incurring no new resources either in
manpower for instruction or the physical classrooms for teaching the classes.
B. Explain what items will cause additional cost to the department/school/college:
Personnel
NA
Computer Technology NA
Library resources NA
Equipment NA
5
Space NA
6
V. 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: __Mathematics______
COURSE NUMBER: ___MATH 2207______
COURSE TITLE FOR LABEL: __Data Anal. & Prob. For T’chers__
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS: ___3 – 0 – 3 ___
Approval, Effective Semester: ___Fall, 2006___
(Note: This can be no earlier than the term after approval by the UPCC.)
Grades Allowed (Regular or S/U): ___Regular__
If course used to satisfy CPC, what areas? ____Area D_________________
Learning Support Programs courses which are
required as prerequisites: __________________none_______________________
APPROVED:
_______________________________________________________________________
Vice President for Academic Affairs or Designee
7
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (General Education)
Course Prefix and Number: ____MATH 2207_______
Responsible Department: ___Mathematics____
Proposed Effective Date: ____Fall, 2006_____
(Note: This can be no earlier than the term after approval by the UPCC.)
Signature Page
Submitted by:
_Dr. Teresa Banker_____
Date September 13,
2005
Name
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education Unit Program Area*,
Date
_____________________________
Professional Teacher Education Unit Program Area*,
Date
_____________________________
Department Chair, Date
_____________________________
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum Committee, Date
_____________________________
Dean of Undergraduate & University Studies, Date
*For curriculum proposals involving General Education courses, there should be collaboration by
the Department Curriculum Committee and the General Education Council. For Teacher
Preparation proposals, there should be collaboration by the Department Curriculum Committee,
the Professional Teacher Education Unit (PTEU) Program Area Committee, the Teacher
Education Council, and the College/School Curriculum Committee.
Form updated January 27, 2005
8
Overview of Proposal
MATH 2207
The proposal for a new mathematics course for EECE and
MGE majors is presented by the Mathematics Education
group of the Mathematics Department for two major reasons.
We think that the new course will:

Better serve the needs of teachers
and
 Provide opportunity to strengthen preservice teachers
in the mathematics strand of data analysis and
probability.
We draw support for this effort from two major sources:
 The Board of Regents recommends this course
because of the new Georgia Performance Standards
(GPS) that are mandated statewide
and
 The USG Math Consortium highly recommends the
course for mathematics specialist candidates.
We believe your students will benefit from the new course in
three ways.
EECE and MGE students will:
 Be better prepared when they are confronted with
different types of data and various real-world
applications in other courses because they should have
the knowledge and skills to deal with the data
statistically,
9

Be better able to teach data analysis and probability in
their classrooms because of alignment with the Georgia
Performance Standards (GPS),
and
 EECE majors receive a mathematics endorsement on
their certificate upon graduation.
10
COURSE NUMBER/SECTION:
COURSE TITLE:
COLLEGE OR SCHOOL:
SEMESTER / TERM AND YEAR:
INSTRUCTOR:
TELEPHONE:
FAX:
E-MAIL:
OFFICE:
Math 2207
Data Analysis and Probability for Teachers
Science and Mathematics
Fall 2006
770-423-6629
or 770-423-6327
OFFICE HOURS:
Others by appointment
III.
CLASS SESSIONS:
IV.
REQUIRED TEXT: (Suggested by USG Math Consortium)
Data-Driven Mathematics Series (Burrill, Gail F., et al, Dale Seymour Publications, 1997)
Probability and Statistics for Elementary/Middle School Teachers (C.
Brwoning & D. Channell,
Hayden-McNeil Publishing, 2002)
Navigating through Data Analysis and Probability (all grade levels, NCTM
2002 and 2003)
V.
CATALOG DESCRIPTION:
MATH 2207. Data Analysis and Probability for Teachers. 3 credit hours.
11
Prerequisite: MATH 1101 or MATH 1111 or MATH 1112 or MATH 1113
This course emphasizes techniques and applications in statistics and probability and uses
concrete materials in teaching the content. Topics include methods of summarizing data,
probability, exploring concepts of fairness as well as uncertainty and chance, identifying possible
outcomes and making predictions based on simple experiments, and demonstrating knowledge of
instructional strategies related to assessment and teaching. Not for mathematics or
mathematics education majors.
12
VI.
PURPOSE / RATIONALE:
The purpose of the course is to prepare P – 8 mathematics specialist candidates to:




Make decisions and predictions through collecting, representing, processing,
summarizing, analyzing, and transforming data taken from real-world scenarios.
Solve problems using multiple strategies, manipulatives, and technological tools;
interpret solutions; and determine reasonableness of answers and efficiency of
methods.
Nurture collaboration, critical thinking, hands-on exploration, manipulative use,
problem-based inquiry, technology utilization, and activity implementation
addressing various learning styles and multiple intelligences.
Select and use a variety of formative and summative assessment techniques to
monitor student progress, gauge students’ mathematical understanding, and
interpret school-based progress.
The mathematics faculty at KSU endorses the purpose as stated by the MAA in A Call for Change
(1991).
Conceptual Framework Summary:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes,
values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the
university, the public and private schools, parents and other professional partners, the PTEU meets
the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believes that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
13

The faculty of Kennesaw State University endorses the standards for the preparation of
teachers of mathematics proposed by the Mathematical Association of America (MAA) in A
Call for Change: Recommendations for the Mathematical Preparation of Teachers of
Mathematics and by the National Council of Teachers of Mathematics (NCTM) in the
Curriculum and Evaluation Standards for School Mathematics and the Professional
Standards for Teaching Mathematics and subscribed to by the National Council for
Accreditation of Teacher Education. T
In preparing teachers, this course emphasizes not only the comprehension of the content knowledge, but also
the ability to communicate that content.
Use of Technology:
The Professional Standards Commission requires technology Standards for Educators. Telecommunication
and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology
Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use
instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools,
such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, create WWW resources, and develop an electronic learning portfolio.
The use of calculators and computers is an encouraged and accepted practice to enable students to discover
mathematical relationships and approach real world applications. "Future teachers will need to be familiar with a
variety of technological tools, including ordinary calculators, graphing calculators, and computers, as well as
appropriate geometric and computational software." (Thomas W. Hungerford in "Future Elementary Teachers:
The Neglected Constituency," MAA Monthly, January, 1994, pp. 15-21.) Familiarizing the pre-service teacher
with a variety of technological tools is an integral part of the math sequence for teachers.
Diversity:
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore how
multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family
structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students must
visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
14
Please be aware there are other support / mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
VII.
GOALS / COURSE OBJECTIVES:
This course is designed so that future teachers will be able to:













Formulate and solve problems that involve real-world data by selecting
appropriate statistics for that data
Use appropriate instructional technologies for gathering and analyzing data
Construct, read, and interpret data displays and make inferences and evaluate
arguments from data analysis
Make predictions and draw conclusions based on data displays, e.g. a student’s
standardized test score results
Determine probability of a given event
Identify possible outcomes of simple experiments and predict, describe, and
calculate probability as a rational number
Compute probabilities for simple compound events using various strategies
Explore the relationship between experimental and theoretical probabilities
Make predictions based on experimental or theoretical probabilities
Model situations by using experiments or simulations to determine probabilities
Create and interpret (by application of a random variable) discrete and normal
probability distributions
Demonstrate knowledge of appropriate pedagogy with concrete materials, with
technological instructional strategies, and with multiple strategies for assessment
Become aware of misconceptions and errors about statistics and probability
MATH 2207 Course Content:
The course includes measures of central tendency, position, variability, and
correlation; simulations; experimental and theoretical probability; discrete and normal
probability distributions; the use of random variables; inferences, data displays, data
interpretation, and predictions; and sampling and experimental design.
VIII.
COURSE REQUIREMENTS / ASSIGNMENTS:
IX.
EVALUATION AND GRADING:
X.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published
in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the
University’s policy on academic honesty, including provisions regarding plagiarism and cheating,
unauthorized access to University materials, misrepresentation/falsification of University records or
academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse
of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a grade
15
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum
one semester suspension requirement.
XI.
ATTENDANCE POLICY
Class attendance is assumed and will be monitored. In the event of an absence, the student is responsible
for all material, assignments, and announcements presented in class. Assignments will NOT be
accepted late. There are no make-ups for missed tests and quizzes. Students are expected to attend
every class, and tardiness of more than 15 minutes may be counted as an absence.
XII.
COURSE OUTLINE: IMPORTANT DATES
XIII.
REFERENCES AND BIBLIOGRAPHY
TRAC Center, Kennesaw State University, has many materials appropriate to primary and middle school
mathematics
Note: The information contained in the course policies and the course outline is subject to change with notice.
16
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Existing Course
Existing Course Prefix/Number/Title _____MATH 3315__________________
Department ____Mathematics_________________________
Degree Title (if applicable) __B.S. _Early Childhood and Elementary
Education__________________________
Proposed Effective Date ________Fall, 2006_____________________
Please indicate what changes are being proposed:
_____ Change in course number _____ Change in course description
_____ Change in course title ___X__ Change in prerequisite/corequisites
_____ Change in credit hours
_____ Other change (please identify)
______________________________________
I. Current Information
Page Number in Current Catalog: p.343
Current Course Information in Catalog:
Course Prefix & Number: MATH 3315
Course Title: Critical Content of ECE Math I
Credit Hours: 3-0-3
Prerequisites: MATH 1107
Course Description: A continuation of Mathematics 3315 designed for the P-5
teacher. Topics include the conceptual development of the rational numbers
and extension to the real numbers, operations and problem solving with real
numbers, patterns and relationships, and collecting, representing, and
interpreting data. Experience and exploration with appropriate technology and
physical models will be an integral part of the study of these ideas. Not for
mathematics majors.
II. Proposed Information (fill in completely & highlight changes)
Course Prefix & Number: MATH 3315
Course Title: Critical Content of ECE Math I
Credit Hours: 3-0-3
Prerequisites: MATH 2207
Course Description: A continuation of Mathematics 3315 designed for the P-5
teacher. Topics include the conceptual development of the rational numbers
17
and extension to the real numbers, operations and problem solving with real
numbers, patterns and relationships, and collecting, representing, and
interpreting data. Experience and exploration with appropriate technology and
physical models will be an integral part of the study of these concepts. Not
for mathematics or mathematics education majors.
III. Justification for Change
Developed new course for Area D for EECE and MGE preservice teachers to
better serve their needs as future teachers
Signature Page
Submitted by:
__Dr. Teresa Banker_____________
Name
Date September 13, 2005
___ Approved ___ Not Approved
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education Unit Program
Area*, Date
_____________________________
Department Chair, Date
_____________________________
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum
Committee, Date
_____________________________
Dean of Undergraduate & University Studies,
Date
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
*For curriculum proposals involving General Education courses, there should be
collaboration by the Department Curriculum Committee and the General
Education Council. For Teacher Preparation proposals, there should be
collaboration by the Department Curriculum Committee, the Professional
18
Teacher Education Unit (PTEU) Program Area Committee, the Teacher
Education Council, and the College/School Curriculum Committee.
Form updated April 1, 2004.
19
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Existing Course
Existing Course Prefix/Number/Title ___MATH 3316______________
Department ______Mathematics
_______________________
Degree Title (if applicable) _____________________________
Proposed Effective Date _______Fall 2006______________________
Please indicate what changes are being proposed:
_____ Change in course number __xx___ Change in course description
_____ Change in course title _____ Change in prerequisite/corequisites
_____ Change in credit hours
_____ Other change (please identify)
______________________________________
I. Current Information
Page Number in Current Catalog: p. 343
Current Course Information in Catalog:
Course Prefix & Number: MATH 3316
Course Title: Critical Content of ECE Math II
Credit Hours: 3-0-3
Prerequisites: MATH 3315. Admission to Teacher Education
Course Description: A continuation of Mathematics 3315 designed for the P-5
teacher. Topics include the conceptual development of the rational numbers
and extension to the real numbers, operations and problem solving with real
numbers, patterns and relationships, and collecting, representing, and
interpreting data. Experience and exploration with appropriate technology and
physical models will be an integral part of the study of these ideas. Not for
mathematics majors.
II. Proposed Information (fill in completely & highlight changes)
Course Prefix & Number: MATH 3316
Course Title: Critical Content of ECE Math II
Credit Hours: 3-0-3
Prerequisites: MATH 3315. Admission to Teacher Education
Course Description: A continuation of Mathematics 3315 designed for the P-5
teacher. Topics include the conceptual development of the rational numbers
20
and extension to the real numbers, operations and problem solving with real
numbers, patterns and relationships, and proportional reasoning. Experience
and exploration with appropriate technology and physical models will be an
integral part of the study of these ideas. Not for mathematics majors.
III. Justification for Change
A new course for ECE and MGE majors will be used in Area D. Thus the
“collecting, representing, and interpreting data” will no longer be a part of MATH
3316.
Signature Page
Submitted by:
_____________________________
Name
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
Date
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education Unit Program
Area*, Date
_____________________________
Department Chair, Date
_____________________________
College/School Curriculum Committee AND/OR
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum
Committee, Date
_____________________________
Dean of Undergraduate & University Studies,
Date
*For curriculum proposals involving General Education courses, there should be
collaboration by the Department Curriculum Committee and the General
21
Education Council. For Teacher Preparation proposals, there should be
collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher
Education Council, and the College/School Curriculum Committee.
Form updated April 1, 2004.
22
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Degree Requirements/Major Program
Requirements
Major or Degree Affected _____B.S. in Elementary and Early Childhood
Education______
Responsible Department _____Mathematics Department_____
Proposed Effective Date _____Fall, 2006______
Please provide a brief summary of the changes proposed:
The new course, MATH 2270, would change the General Education
requirements in Area D for EECE majors. This change does not affect the total
number of credit hours only the content of the course.
I. Current Information
Page Number in Current Catalog: p. 57
Current Degree/Major Program Requirements (please copy exactly from
catalog):
Major in Early Childhood Education, B. S.
General Education
42 credit hours
109)
(from p.
Area D: Science, Mathematics, and Technology – 10 to 11 credits
Or
MATH 1106 Elementary Applied Calculus – 3 credits or MATH 1107
Elementary Statistics –3 credits or MATH 1190 Calculus –4 credits
II. Proposed Information
Include an outline of the entire program and please underline or otherwise
highlight changes:
Credit Hours
General Education
42
23
Area D: Science, Mathematics, and Technology – 10 to 11 credits
MATH 1106 Elementary Applied Calculus – 3 credits or MATH 1107 Elementary
Statistics –3 credits or MATH 2207 Data Analysis and Probability for Teachers –3
credits or MATH 1190 Calculus –4 credits
University-wide Fitness for Living Requirement
Lower Division Major Requirements (Area F)
ECE 2205
3
EDUC 2201
3
EDUC 2204
3
GEOG 1101
3
HIST 2111
3
SCI 2201
3
Teaching Field Requirements
FAED 3340
2
HPS 3670
2
MATH 3315
3
MATH 3316
3
MATH 3317
3
ECE 3320
3
ECE 3330
3
ECE 3340
3
EDUC 3310
2
Professional Education (P – 5) Requirements
EDUC 3302
3
EDUC 3308
3
EXC 3304
3
ECE 3313
3
ECE 4401
ECE 4402
3
ECE 4405
3
ECE 4410
3
ECE 4473
12
Program Total:
3
18
24
36
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III. Justification for Change:
The Board of Regents recommends this course because of the new
Georgia Performance Standards (GPS) that are mandated statewide. The
course will provide opportunity to strengthen preservice teachers in the
mathematics strand of data analysis and probability and to better meet the
needs of teachers.
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The course is highly recommended by the USG Math Consortium for
elementary mathematics specialist candidates. Thus, the addition of this
course enables Elementary and Early Childhood Education majors at
Kennesaw State University to receive a Mathematics Endorsement on their
certificate upon graduation.
25
Supporting Analyses of the Program –
When degree and/or major program requirements are being revised, it is an opportunity to
reconsider the relevance, effectiveness and efficiency of the entire structure of the program.
Following are some questions designed to provoke thoughtful evaluation of a program.
If a program is being substantially revised, written responses to each of these items
should be included as part of the proposal for the UPCC.
If a minor change is being made to a program, writing out responses to all items is not necessary.
However, UPCC members may ask about these issues during their evaluation of any proposal.
1.
2.
3.
4.
5.
6.
7.
8.
What are the primary learning outcomes of the program?
What assessment findings have led to the proposed change(s)?
Evaluate the prerequisites.
Why are the specified courses needed as prerequisites?
Why are there no prerequisites for some courses?
What is the desired sequence of prerequisites?
How often are the prerequisites offered?
Where within the program is an introductory overview of the major?
What are the capstone experiences of the program?
Where within the program are there application activities and what are the activities?
(E.g., field experiences, practica, applied projects, undergraduate research, service
learning, co-ops, internships, studio work, practical problem solving.)
Where and how do the following occur in the program?
Writing, reading, critical thinking, presenting
Participative and collaborative learning
Use of information technology
Global and multicultural perspectives
What are the required courses that contribute to the interdisciplinary nature of the
program?
26
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Degree Requirements/Major Program Requirements
Major or Degree Affected __B. S. in Elementary and Early Childhood Education______
Responsible Department ____Mathematics_____
Proposed Effective Date ___Fall, 2006________
Signature Page
Submitted by:
_Dr. Teresa Banker____
Name
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
Date September 13, 2005
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education Unit Program Area*,
Date
_____________________________
Department Chair, Date
_____________________________
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum Committee,
Date
_____________________________
Dean of Undergraduate & University Studies, Date
*For curriculum proposals involving General Education courses, there should be
collaboration by the Department Curriculum Committee and the General
Education Council. For Teacher Preparation proposals, there should be
collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher
Education Council, and the College/School Curriculum Committee.
Form updated April 1, 2004.
27
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Existing Course
Existing Course Prefix/Number/Title __MATH 2590. Mathematics for
Teachers of Middle Grades
Department __Mathematics___________________________
Degree Title (if applicable) _____________________________
Proposed Effective Date _Fall 2006
Please indicate what changes are being proposed:
_____ Change in course number _____ Change in course description
_____ Change in course title
_____ Change in
prerequisite/corequisites
__X__Change in credit hours
_____ Other change (please identify)
______________________________________
I. Current Information
Page Number in Current Catalog: 342
Current Course Information in Catalog:
Course Prefix & Number: MATH 2590
Course Title: Mathematics for Teachers of Middle Grades
Credit Hours: 2-2-3
Prerequisites: 6 hours of mathematics.
Course Description:
The development of the student’s ability to communicate mathematically
through reading, writing and discussing ideas will be strongly emphasized
along with the cultural, historical, and scientific applications of
mathematics. Topics will include the development of the set of real
numbers, number theory, geometric figures in the plane and in space, and
measurement, including area and volume. Mathematical ideas will be
developed in a lab setting using technology and physical models to
motivate and assist the more formal development. Not for math majors.
II. Proposed Information (fill in completely & highlight changes)
Course Prefix & Number: MATH 2590
Course Title: Mathematics for Teachers of Middle Grades
Credit Hours: 3-0-3
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Prerequisites: 6 hours of mathematics.
Course Description:
The development of the student’s ability to communicate mathematically
through reading, writing and discussing ideas will be strongly emphasized
along with the cultural, historical, and scientific applications of
mathematics. Topics will include the development of the set of real
numbers, number theory, geometric figures in the plane and in space, and
measurement, including area and volume. Mathematical ideas will be
developed in a lab setting using technology and physical models to
motivate and assist the more formal development. Not for math majors.
III. Justification for Change
Lab portion of course has been dropped.
Signature Page
Submitted by:
_____________________________
Name
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
Date
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education Unit Program
Area*, Date
_____________________________
Department Chair, Date
_____________________________
College/School Curriculum Committee AND/OR
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum
Committee, Date
_____________________________
29
Dean of Undergraduate & University Studies,
Date
*For curriculum proposals involving General Education courses, there should be
collaboration by the Department Curriculum Committee and the General
Education Council. For Teacher Preparation proposals, there should be
collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher
Education Council, and the College/School Curriculum Committee.
Form updated April 1, 2004.
30