Undergraduate Mathematics Education Proposed Changes
Table of Contents
New Course Proposal for ECE majors:
MATH 2008 .......................................................................................................... 2
New Course Proposal for Secondary Mathematics Education and Middle Grades
Education with Concentration in Mathematics majors:
MATH 2595 ………………..…………………………………………………………11
Change in Degree Requirements/Major Program Requirements .................................. 21
Current Degree/Major Requirements from Catalog …...…………………………………26
Mathematics Education
1
Proposed Changes Packet
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
I. Proposed Information
Course Prefix and Number: __MAT H 2008__________________
Course Title: ___ Foundations of Numbers and Operations _____________________________
Credit Hours (format should be # - # - #): _____3-0-3_______
Prerequisites: _______ MATH 1107 or MATH 2207__________________________________
(Prerequisites are courses or requirements that 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 is an Area F introductory mathematics course for early childhood education majors. This
course will emphasize the understanding and use of the major concepts of number and
operations. As a general theme, strategies of problem solving will be used and discussed in the
context of various topics.
II. Justification for Course
A. Explain assessment findings which led to course development.
In an effort to improve the mathematical knowledge of all Georgia’s students, the Board of
Regents took a bold stand in 2001 by requiring all early childhood education majors matriculating
through State teacher education preparation programs to take four mathematics courses.
Consequently, universities and colleges designed one course in Area F with the three remaining
courses taught at the upper division level. An examination of the Area F courses indicated that
they varied from one institution to another; thus, EPACC concluded that in keeping with the spirit
of smooth transferability, this course should be standardized. This recommendation was made at
the same time that the Georgia Department of Education began to phase out the Quality Core
Curriculum (QCC) and implement the new Georgia Performance Standards (GPS) which also
necessitated that programs reexamine the content of the Area F course.
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 proposed course will focus on the understanding and the use of the major concepts of number and
operations, though problem solving in the context of various topics. Therefore, it is desirable that
students have had prior experiences in data analysis (focus of MATH 1107 and MATH 2207) and
algebra (focus of prerequisite courses for MATH 1107 and MATH 2207).
2.
What is the desired sequence of prerequisites?
NA: only one prerequisite course
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Proposed Changes Packet
3.
What is the rationale for requiring the above sequence of prerequisites?
4.
How often are the required prerequisites offered?
Every semester, including summer.
C.
Give any other justification for the course.
This is a new course required by the Board of Regents, to be included in Area F of all elementary
education programs in the state.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
This course will serve as the beginning of a sequence of specially designed courses in which
prospective elementary school teachers will develop deep understandings of mathematics they
will teach. Using the mathematics content strand of numbers and operations as the spring board,
the course intends to further the students' development of mathematical proficiency, as
envisioned by the National Research Council (2001).
B. What efforts have been made to ensure that this course does not duplicate the content of
other college courses with similar titles, purposes, or content?
Since the course contents and goals were developed by the Board of Regents, there are some overlap of
topics and goals of the proposed courses and some of the existing courses. However, we intend
to make the proposed course unique by placing more focus on three important "strands" of
mathematical proficiency: adaptive reasoning, strategic compentence, and productive disposition.
Briefly, the NRC defines each of the three strands as follows:
* strategic competence - ability to formulate, represent, and solve mathematical problems
* adaptive reasoning - capacity for logical thought, reflection, explanation, and justification,
* productive disposition - habitual inclination to see mathematics as sensible, useful, and worthwile
coupled with a belief in diligence and one's own efficacy.
We believe that the development of these strands will prepare the students for their study of
"mathematics for teaching."
C. Where will the course be located in the program (elective, required in Area F, required or
elective for the major)? Indicate and justify its placement in the curriculum.
Area F. This is a requirement by the Board of Regents.
D. How often will this course be offered?
Every semester.
E. All sections of the course will be taught with the understanding that the following apply:
Purpose of the Course
1.
This course focuses on preparing early childhood education majors to:
o
Understand and use the major concepts of number and operations in mathematics for grades P5.
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Proposed Changes Packet
o
Solve problems using multiple strategies, manipulatives, and technological tools; interpret
solutions; and determine the reasonableness of answers and efficiency of methods.
o
Communicate using precise mathematical terminology
o
Construct and justify arguments as well as interpret solutions; and determine reasonableness of
answers and efficiency of methods
Objectives of the Course
2.
All students will learn to:
o
Understand numbers, ways of representing numbers, relationships among numbers, and number
systems.
o
Understand meanings of operations and how they relate to one another.
o
Compute fluently and make reasonable estimates.
o
Apply multiple problem solving strategies and understand how approaches to solutions relate to
one another.
Course Content
3.
A.
Number Sense
1. Sets of Numbers: Natural Numbers, Whole Numbers, Integers, Rational Numbers, Irrational
Numbers, Real Numbers
2.
Even and Odd Integers
3.
Order Relationships
4.
Estimation
B.
History of Numeration
1.
Numeration Systems
2.
Place Value
C.
Number Theory
1.
Divisibility Rules (and why they work)
2.
Greatest Common Factor (Concept and Algorithm)
3.
Least Common Multiple (Concept and Algorithm)
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Proposed Changes Packet
4.
Prime and Composite Numbers
D.
Concepts of Operations
1.
Operations on Sets of Numbers
2.
Identity Elements for Addition and Multiplication
3.
Inverse Operations
4.
Exploration of Other Bases
5.
Proportional Reasoning
E.
Problem Solving: As a general theme of the course, problem solving strategies will be discussed
and used in the context of topics A-D above. Strategies may include
1.
Inductive Reasoning
2.
Deductive Reasoning
F. What instructional methodologies will be incorporated into the course to stimulate group
process, writing skills, multiculturalism, and educational outcomes?
The instructor is encouraged to model effective and research-based pedagogical techniques.
The instructor is encouraged to address various learning styles and multiple intelligences.
Instructional methods include, but are not limited to, small and large group projects, individual,
small group, and whole class problem solving, student presentations, instructor led discussion,
and some lecture.
G. Outline the plan for continuous course assessment. What are the department, school, college,
or professional standards which will be used for the assessment? How will it be determined
that the course is current, meeting the educational needs of students and responsive to
educational standards? How often will the course assessment be done by the department?
H.
Enclose a course syllabus (optional format described at the end of this document)
SYLLABUS
I.
Course Prefix Number and Title: MATH 2008
II.
Instructor:
Office:
Telephone:
III.
IV.
Learning Objectives
All students will learn to: uderstand numbers, ways of representing numbers, relationships among
numbers, and number systems; understand meanings of operations and how they relate to one
another; compute fluently and make reasonable estimates; and apply multiple problem solving
strategies and understand how approaches to solutions relate to one another.
Text(s)
Mathematics Education
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Proposed Changes Packet
[Tentative] Reconceptualizing Mathematics, by Judy Sowder, Larry Sowder, and Susan
Nickerson. W.H. Freeman & Compan
V.
Course Requirements/Assignments
Tests, quizzes, papers, class participation, projects, or other assignments.
VI.
Evaluation and grading
Tests
300 points
Quizzes, papers, class participation, project
200 points
Final Exam
200 points
VII.
Weekly Schedule
Weeks 1 & 2: Reasoning about Quantities
1 What is a Quantity?
2 Quantitative Analysis
3 Values of Quantities
Weeks 3 & 4: Numeration Systems
1 Historical Numeration Systems
2 Base-N numeration systems
Weeks 5 - 7: Using Numbers in Sensible Ways
1 Mental Computation
2 Computational Estimation
3 Estimating Values of Quantities
4 Referents for Large and Small Numbers
5 Using Scientific Notation for Estimating Values of Very Large and Very Small
Quantities
Weeks 8 & 9: Classifying Numbers
1 Different Types of Numbers
2 Even and Odd Integers
3 Modular Arithmetic
Weeks 10 -12: Number Theory
1 Divisibility Test
2 Divisors
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Proposed Changes Packet
3 Multiples
4 Primes and Composites
Weeks 13 - 15: Concepts of Operations
1 Operations on sets
2 Properties of Operations (closure, commutativity, associativity, distributive
property, identity, etc.)
3 Inverse Operations
VIII.
Academic honesty statement
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
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s
minimal one semester suspension requirement.
IX.
Attendance Policy
Class attendance is assumed and strongly recommended. In the event of an absence, the
student is responsible for all material, assignments, and announcements presented in class. If
you miss the class before a quiz, minor assignment, or test, you will still be expected to take the
quiz or test on the day it is given or submit the minor assignment on the due date. In the event
that you miss a quiz or an in-class minor assignment for a valid and verifiable reason, your final
quiz/minor assignment grade will be based on the remainder of quizzes/minor assignments.
Assignments can be faxed or emailed to the professor, and will be scored based on the time
received.
Reference/Bibliography
Huinker, DeAnn M., and Eugene F. Krause. (1991) Investigations in Mathematics for Elementary
Teachers. Lexington, MA: D. C. Heath & Co.
National Council of Teachers of Mathematics, Teaching Children Mathematics (formerly Arithmetic
Teacher), Reston, VA. (monthly journal)
National Council of Teachers of Mathematics, Mathematics Teaching in the Middle School, Reston, VA.
(monthly journal)
National Research Council (2001) Adding it up: Helping children learn mathematics. J. Kilpatrick, J.
Swafford,and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education,
Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy
Press.
Mathematics Education
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Proposed Changes Packet
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course? None
B. Explain what items will cause additional cost to the department/school/college
Personnel
It is anticipated that there will be 5 sections of MATH 2008, which requires 1.25 FTE instructors, who are
knowledgeable to the course content and goals.
Computer Technology
We do not anticipate any additional cost with computer technology.
Library resources
We do not anticipate any additional library resources for MATH 2008
Equipment
Additional manipulatives (such as base-10 blocks, connecting cubes, Cuisenaire rods, etc.) will be
needed to teach MATH 2008 in the way it was intended.
Space
Given the course will require the use of a variety of manipulatives and other appropriate materials, a
classroom with appropriate storage space will certainly facilitate the teaching of the course as it is
intended.
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Proposed Changes Packet
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 2008___________________
COURSE TITLE FOR LABEL: _____ Found'tns Number & Oper's _________________________
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS: __3-0-3______________
Approval, Effective Semester: ____Fall 2007______________
Grades Allowed (Regular or S/U): ___Regular_____________
If course used to satisfy CPC, what areas? _______________________________________
Learning Support Programs courses which are
required as prerequisites: ___________________________________________________
APPROVED:
_______________________________________________________________________
Vice President for Academic Affairs or Designee
Mathematics Education
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Proposed Changes Packet
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
Course Prefix and Number: ___MATH 2008__________________________
Responsible Department: ___Mathematics__________________________
Proposed Effective Date: ___Fall 2007_________________________
Submitted by:
Signature Page
___________________________________________10-23-06
Name
Date
___ Approved ___ Not Approved
_____________________________
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
___ 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 Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education
Council, and the College/School Curriculum Committee.
Form updated December 2, 2004.
Mathematics Education
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Proposed Changes Packet
A. KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
I. Proposed Information
Course Prefix and Number: _____MATH 2595_______________
Course Title: ____ Mathematics for Middle Grades and Secondary Teachers
_________________
Credit Hours (format should be # - # - #): __3-0-3_________
Prerequisites: ___6 hours of mathematics______________________________________
(Prerequisites are courses or requirements that 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: MATH 2595. Mathematics for Middle Grades and Secondary Teachers.
3-0-3 Prerequisite: 6 hours of mathematics.
Designed for the preservice teacher of mathematics for adolescents. Content strands to be explored include
number and operation, algebra, and measurement. The process standards of communication, connections,
problem solving, reasoning and proof, and representation will be emphasized. Appropriate use of manipulatives,
calculators and software will be integrated in course materials.
II. Justification for Course
A. Explain assessment findings which led to course development.
In an effort to improve the mathematical knowledge of all Georgia’s students, the new Georgia
Performance Standards (GPS) require that mathematics teachers 6-12 have strong content preparation.
Candidates’ comfort with, and confidence in, their knowledge of mathematics affects both what they teach
and how they teach it. Knowing mathematics includes understanding specific concepts and procedures
as well as the process of doing mathematics. This course will be the first in the content preparation of
both MGE and Secondary Mathematics Education preservice teachers.
B. Explain for Prerequisites:
5. What is the substance of content in each prerequisite that commands its inclusion as a
prerequisite to the proposed course?
This prerequisite requires that students have completed Area A and D in their General Education
program.
6. What is the desired sequence of prerequisites? NA
7. What is the rationale for requiring the above sequence of prerequisites? NA
8. How often are the required prerequisites offered? NA
C. Give any other justification for the course.
Mathematics Education
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Proposed Changes Packet
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
This course should be one of the first that students take in their Teaching Field. It will be a good
preparation for the MATH 3390, 3395, and 3495 sequence required of both Middle Grades and
Secondary mathematics education students.
B. What efforts have been made to ensure that this course does not duplicate the content of
other college courses with similar titles, purposes, or content?
Mathematics educators in the Mathematics and Statistics Department and in the Secondary and Middle
Grades Education Department have collaborated on this new course, ensuring that there is no duplication
with other required mathematics courses and that the content matches the new Georgia Performance
Standards.
C. Where will the course be located in the program (elective, required in Area F, required or
elective for the major)? Indicate and justify its placement in the curriculum.
It will be in Area F for Middle Grades Education majors and in the Teaching Field for Secondary
Mathematics Education majors.
D. How often will this course be offered? Every semester
E. All sections of the course will be taught with the understanding that the following apply:
4.
Purpose of the Course
Preservice teacher of mathematics for adolescents will explore number and operation, algebra, and
measurement. The process standards of communication, connections, problem solving, reasoning and
proof, and representation will be emphasized. Appropriate use of manipulatives, calculators and software
will be integrated in course materials.
5.
Objectives of the Course

Develop and apply strategies to solve a variety of problems.

Use the language and symbols of set theory and functions to communicate
mathematically.

Identify properties and characteristics of mathematical systems beginning with the
rational numbers and building to the reals.

Use a variety of estimation techniques to predict, conjecture, and determine
reasonableness of results, especially when using technology.

Express rational numbers in equivalent forms such as fractions, decimal, percents,
exponential and scientific notation.

Use ratio and proportion to build mathematical models in order to solve real-world
problems.
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Proposed Changes Packet
6.

Explore the operations, properties, and uses of real numbers.

Use a variety of tools, physical models, and appropriate technology to develop an
understanding of measurement concepts and relationships.

Interpret measurements of many kinds of two- and three-dimensional objects.

Use algebraic techniques to model and solve real world problems.

Communicate comprehension of the National Council of Teachers of Mathematics
Principles and Standards for School Mathematics.
Course Content
Number and Operation
Numeration Systems – Naturals, wholes, integers, rationals, integers, reals
Properties (commutative, associative, inverse, identity, closure, distributive, properties of zero
and one)
Mental computation and estimation strategies, recognizing reasonableness of results, rounding
Number Theory – even, odd, primes, composites, factors, multiples, least common multiple,
greatest common divisor, prime factorization, divisibility rules
Exponents – review patterns, powers and roots of numbers, expanded notation
Rational number models – number line, area, discrete - pattern blocks, cuisenaire rods, circles,
base 10 blocks, fraction strips, etc. Recognizing various representations of a number (equivalent
forms). Ordering fractions.
Absolute value
Integers – 2-color chips, number line
Ratio, proportion, percents
Proportional Reasoning
Measurement
Pythagorean Theorem (revisit irrationals)
Develop and apply formulas for perimeter, circumference, area, volume, surface area – connect
to concrete experience (covering, filling, counting)
Selects, measures, and uses appropriate metric and/or customary units (linear, area,
capacity/volume, weight/mass, angle, time, temperature)
Algebra
Modeling, Algebra, Patterns – Describe and generate patterns in a variety of ways such as
verbally, developing a table, graphing ordered pairs, or by writing or identifying a formula
Polynomial models, factoring, algebra tiles
Mathematics Education
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Proposed Changes Packet
F. What instructional methodologies will be incorporated into the course to stimulate group
process, writing skills, multiculturalism, and educational outcomes?
The instructor is encouraged to model effective and research-based pedagogical techniques.
The instructor is encouraged to address various learning styles and multiple intelligences. Instructional
methods include, but are not limited to, small and large group projects, individual, small group, and whole
class problem solving, student presentations, instructor led discussion, and some lecture.
G. Outline the plan for continuous course assessment. What are the department, school, college,
or professional standards which will be used for the assessment? How will it be determined
that the course is current, meeting the educational needs of students and responsive to
educational standards? How often will the course assessment be done by the department?
H. Enclose a course syllabus (optional format described at the end of this document)
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course? None
B. Explain what items will cause additional cost to the department/school/college None
Personnel
Computer Technology
Library resources
Equipment
Space
Mathematics Education
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Proposed Changes Packet
SAMPLE SYLLABUS FORMAT
Course Prefix Number and Title: Math 2595/01
Mathematics for Middle Grades and Secondary Teachers
Instructor:
Office:
Telephone:
Learning Objectives
1.
Develop and apply strategies to solve a variety of problems.
2.
Use the language and symbols of set theory and functions to communicate mathematically.
3.
Identify properties and characteristics of mathematical systems beginning with the rational
numbers and building to the reals.
4.
Use a variety of estimation techniques to predict, conjecture, and determine reasonableness of
results, especially when using technology.
5.
Express rational numbers in equivalent forms such as fractions, decimal, percents, exponential
and scientific notation.
6.
Use ratio and proportion to build mathematical models in order to solve real-world problems.
7.
Explore the operations, properties, and uses of real numbers.
8.
Use a variety of tools, physical models, and appropriate technology to develop an understanding
of measurement concepts and relationships.
9.
Interpret measurements of many kinds of two- and three-dimensional objects.
10.
Use algebraic techniques to model and solve real world problems.
11.
Communicate comprehension of the National Council of Teachers of Mathematics Principles and
Standards for School Mathematics.
Text(s)
[Tentative]
O’Daffer, Charles, Cooney, Dossey, Schielack (2005). Mathematics for Elementary School Teachers. (3rd
Ed.). Boston: Addison Wesley.
National Council of Teachers of Mathematics (1989). Curriculum and Evaluation Standards for School
Mathematics. Reston, VA: NCTM, Available at http://standards.nctm.org.
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics.
Reston, VA: NCTM. Available at http://standards.nctm.org.
Course Requirements/Assignments
Mathematics Education
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Proposed Changes Packet
Tests, quizzes, papers, class participation, projects, or other assignments.
Evaluation and grading
Tests
300 points
Quizzes, papers, class participation, project
200 points
Final Exam
200 points
Weekly Schedule
Weeks 1 & 2: Problem Solving
1 What is a problem?
2 Strategies
Weeks 3: Numeration Systems
1 Historical Numeration Systems
2 Base-N numeration systems
3 The Real Number System
Weeks 4: Estimation and Computation
1 Mental Computation
2 Computational Estimation
3 Estimating Values of Quantities
4 Referents for Large and Small Numbers
5 Using Scientific Notation for Estimating Values of Very Large and Very Small
Quantities
Weeks 5 & 6: Number Theory
1 Different Types of Numbers
2 Even and Odd Integers
3 Modular Arithmetic
4 Divisibility Test
5 Divisors
6 Multiples
7 Primes and Composites
Weeks 7: Integers
1 Properties
2 Operations
3 Applications
Weeks 8-10:
Rational Numbers- Fractions, Decimals, Percents
1 Properties
2 Operations
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Proposed Changes Packet
3 Applications
Weeks 11-12: Measurement
Weeks 13-15: Mathematical Modeling
Academic honesty statement
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
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimal
one semester suspension requirement.
Attendance Policy
Class attendance is assumed and strongly recommended. In the event of an absence, the student is
responsible for all material, assignments, and announcements presented in class. If you miss the class
before a quiz, minor assignment, or test, you will still be expected to take the quiz or test on the day it is
given or submit the minor assignment on the due date. In the event that you miss a quiz or an in-class
minor assignment for a valid and verifiable reason, your final quiz/minor assignment grade will be based
on the remainder of quizzes/minor assignments. Assignments can be faxed or emailed to the professor,
and will be scored based on the time received.
Reference/Bibliography
National Council of Teachers of Mathematics, Teaching Children Mathematics (formerly Arithmetic
Teacher), Reston, VA. (monthly journal)
National Council of Teachers of Mathematics, Mathematics Teaching in the Middle School, Reston, VA.
(monthly journal)
National Research Council (2001) Adding it up: Helping children learn mathematics. J. Kilpatrick, J.
Swafford,and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of
Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Council of Teachers of Mathematics, Mathematics Teacher, Reston, VA. (monthly journal)
National Council of Teachers of Mathematics, Journal for Research in Mathematics Education, Reston, VA.
(monthly journal)
Mathematics Education
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Proposed Changes Packet
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 2595___________________
COURSE TITLE FOR LABEL: ___ Math for Mid Gr & Sec Teachers ___________________________
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS: __3-0-3______________
Approval, Effective Semester: ____Fall 2007______________
Grades Allowed (Regular or S/U): _____Regular___________
If course used to satisfy CPC, what areas? _______________________________________
Learning Support Programs courses which are
required as prerequisites: ___________________________________________________
APPROVED:
_______________________________________________________________________
Vice President for Academic Affairs or Designee
Mathematics Education
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Proposed Changes Packet
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
Course Prefix and Number: _____MATH 2595________________________
Responsible Department: _Mathematics____________________________
Proposed Effective Date: _____Fall 2007_______________________
Submitted by:
Signature Page
____________________________________________10-23-06__
Name
Date
___ Approved ___ Not Approved
_____________________________
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
___ 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
Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the
College/School Curriculum Committee.
Form updated December 2, 2004.
Mathematics Education
19
Proposed Changes Packet
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Degree Requirements/Major Program Requirements
Major or Degree Affected B.S. Mathematics Education
Responsible Department Mathematics
Proposed Effective Date Fall 2007
Please provide a brief summary of the changes proposed:
Changes in Area F:
1.
2.
3.
4.
EDUC 2110: Investigating Critical and Contemporary Issues in Education, a new course
mandated by the Board of Regents for all teacher education students, will replace EDUC 2201:
Teaching and Schools in a Changing Society in Area F.
EDUC 2120: Sociocultural Influences on Teaching and Learning, a new course mandated by the
Board of Regents for all teacher education students, will also be added to Area F. This will
replace EDUC 2202 in Area F.
EDUC 2130: Exploring Teaching and Learning, a new course mandated by the Board of Regents
for all teacher education students, will replace EDUC 3308: Learning, Motivation, and Classroom
Management in the Professional Education Sequence.
EDUC 3308: Learning, Motivation, and Classroom Management will be dropped as a
requirement.
Additional Changes in the Major.
1.
MATH 2595: __ Mathematics for Middle Grades and Secondary Teachers, a new course, will be
added to the Teaching Field.
I. Current Information
Page Number in Current Catalog:
EDUC 2201:
page 311
EDUC 2202:
page 311
EDUC 3308:
page 312
Major in Mathematics Education: page 119
Current Degree/Major Program Requirements (please copy exactly from catalog):
See attachment or go to http://www.kennesaw.edu/academicaffairs/acadpubs/acadpub/ucat200607/n.education.pdf
II. Proposed Information
Include an outline of the entire program and please underline or otherwise highlight changes:
Mathematics Education
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Proposed Changes Packet
Mathematics Education Major—Course Requirements
Area F for Mathematics Education Majors
Old
Hours New
EDUC 2201Teaching and Schools in a Changing
3
EDUC 2110: Investigating Critical and
Society
Contemporary Issues in
Education
EDUC 2202 Life Span Dev.: Ado/YA Emphasis
3
EDUC 2130: Exploring Teaching and
Learning
MATH 2202 Calculus II
4
Same
MATH 2203 Calculus III
4
Same
CSIS 1020 or CSIS 2301***
3
Same
* one hour from general education is carried over to
lower division
Total hours this section:
18
Teaching Field (all 3 hour courses)
OLD
New
MATH 2595 Math for Mid Gr & Sec Teachers
MATH 3260
Linear Algebra
Same
MATH 3322
Discrete Modeling I
Same
MATH 3332
Probability and Statistical
Same
Inference
MATH 3390
Introduction to Mathematical
Same
Systems
MATH 3395
Geometry
Same
MATH 4361
Modern Algebra
Same
MATH 3495
Advanced Perspectives on
Same
School Mathematics I
MATH 4495
Advanced Perspectives on
Same
School Mathematics II
Total hours this
Old 24 hours
New 27 hours
section:
Professional Education Sequence
Hours IX.
New
Course
EXC 3304 Education of Exceptional Students
EDUC 3308 Learning, Motivation, and
Classroom Management
MAED 3475 Modern & Hist Persp
MAED 4416/MAED 4417 Teaching Math
MAED 4475 Student Teaching
Total hours this section:
3
3
3
9
12
30
Same
EDUC 2120: Sociocultural Influences on Teaching
and Learning
Same
Same
Same
Same
Overall hours remain the same.
III. Justification for Change:
In December of 2004 the EPAAC committee approved a new framework for Area F in teacher
preparation. This framework included a series of three courses in education that will serve as the
universal core content for pre-service teacher education programs in the University System of
Georgia. EPAAC charged the education Deans with the delineation of the core content and the
appointment of three faculty committees to design the three courses. EDUC 2110: Investigating
Critical and Contemporary Issues in Education was designed to provided teacher educators with
Mathematics Education
21
Proposed Changes Packet
an education foundation which would include the humanities and social sciences; EDUC 2120:
Sociocultural Influences on Teaching and Learning was designed to prepare students to work
with a growing diverse student population; and EDUC 2130, Exploring Teaching and Learning
looks at teaching and learning from a perspective that allows instructors to reflect upon their own
learning experiences and use this experience to better inform their students. The course
embraces educational psychology theory in its content. The revised Area F will allow the
University of Georgia System Colleges and Universities to move closer to creating a seamless
transition from two year to four year institutions
Other changes:
A review of the secondary mathematics education program revealed that our program does not
currently meet several NCATE/NCTM standards dealing with number and measurement. Also,
the certification area has expanded from 7-12 to 6-12 and our students are not as well equipped
as they should be to teach the new Georgia Performance Standards in grades 6 – 8. To prepare
future mathematics teachers to meet these needs, the mathematics education faculty and the
middle grades education faculty designed a new course, MATH 2595: Mathematics for Middle
Grades and Secondary Teachers.
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.
What are the primary learning outcomes of the program?
See attached NCTM/NCATE standards
What assessment findings have led to the proposed change(s)?
BOR mandates, ongoing NCTE/NCATE and PSC program assessment, and informal faculty
assessment have led to the proposed changes.
Evaluate the prerequisites. NA
Why are the specified courses needed as prerequisites?
Why are there no prerequisites for some courses?
Mathematics Education
22
Proposed Changes Packet
What is the desired sequence of prerequisites?
How often are the prerequisites offered?
Every semester.
Where within the program is an introductory overview of the major?
EDUC 2110 is the first overview of education as a major and students spend 30 hours in the field.
What are the capstone experiences of the program?
MAED 4416: Teaching of Mathematics (6-12) and MAED 4417: Teaching of Mathematics (6-12)
Practicum and MAED 4475: Student Teaching: Mathematics (6-12) are the capstone courses for the
Mathematics Education program.
Where within the program are there application activities and what are the activities? (E.g., field
experiences, practicums, applied projects, undergraduate research, service learning, co-ops, internships,
studio work, practical problem solving.)
EDUC 2110, 2120, and 2130 all have field experience components
EXC 3304 requires 10 hours of field work
MAED 4416/4417 (TOSS) requires 100 hours of internship in a middle or high school
MAED 4475 (student teaching) requires 800 of internship in a middle or high school
Where and how do the following occur in the program?
Writing, reading, critical thinking, presenting
While these things occur naturally as a part of almost every mathematics class, they are focused on in
MATH 2595, 3390, 3395, 3495, and 4495.
Participative and collaborative learning
While these things occur naturally as a part of almost every English class they are focused on in MATH
2595, 3390, 3395, 3495, and 4495.
Use of information technology
While these things occur naturally as a part of almost every English class, they are focused on in MATH
2595, 3390, 3395, 3495, and 4495. Also, MAED 3475: Historical and Modern Approaches to
Mathematics emphasizes technology used in the mathematics classroom.
Global and multicultural perspectives
Mathematics Education
23
Proposed Changes Packet
While these things occur naturally as a part of almost every mathematics class, they are focused on in the
new proposed course, EDUC 2120.
What are the required courses that contribute to the interdisciplinary nature of the program?
MAED 3475, 4416, 4417, and 4475 contribute to the interdisciplinary nature of the Mathematics
Education program by combining content and pedagogy in a logical fashion.
Mathematics Education
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Proposed Changes Packet
B.
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Degree Requirements/Major Program Requirements
Major or Degree Affected B.S. Mathematics Education
Responsible Department Mathematics
Proposed Effective Date Fall 2007
Submitted by:
Signature Page
______________
Name
Oct. 23, 2006
Date
___ Approved ___ Not Approved
_____________________________
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
___ 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
Teacher Education Unit (PTEU) Program Area Committee, the Teacher
Education Council, and the College/School Curriculum Committee.
Form updated April 1, 2004.
Mathematics Education
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Proposed Changes Packet
Bachelor of Science Degree
Leading to Certification for Grades 6-12
College of Science and Mathematics
Department of Mathematics
(770) 423-6327
This single field program is designed to prepare mathematics teachers of adolescents, largely at the
secondary school level (grades 6 through 12). It leads to 6-12 teacher certification in the teaching field
of mathematics in Georgia. Candidates complete the equivalent of a major in mathematics and a
second major in pedagogical studies with an emphasis on teaching mathematics.
Credit Hours
GENERAL EDUCATION (see previous listing of requirements) 42
UNIVERSITY-WIDE FITNESS FOR LIVING REQUIREMENT 3
Specific General Education requirements for this major
MATH 1113 (Precalculus) and MATH 1190 (Calculus I)
LOWER DIVISION MAJOR REQUIREMENTS (AREA F) 18*
EDUC 2201 Teaching and Schools in a Changing Society 3
EDUC 2202 Life Span Development: Adolescent and Young Adulthood
Emphasis 3
MATH 2202 Calculus II 4
MATH 2203 Calculus III 4
One of the following 3
CSIS 1020 Introduction to Programming Principles
CSIS 2301 Programming Principles I
*The additional hour for lower division major requirements is accrued from Calculus I in general
education.
TEACHING FIELD REQUIREMENTS 24
MATH 3260 Linear Algebra 3
MATH 3322 Discrete Modeling I 3
MATH 3332 Probability & Statistical Inference 3
MATH 3390 Introduction to Mathematical Systems 3
MATH 3395 Geometry 3
MATH 4361 Modern Algebra 3
MATH 3495 Advanced Perspective on School Mathematics Part I 3
MATH 4495 Advanced Perspective on School Mathematics Part II 3
PROFESSIONAL EDUCATION (7-12) REQUIREMENTS 30
(Must be formally admitted to the teacher education program before taking these courses)
EXC 3304 Education of Exceptional Students 3
EDUC 3308 Learning, Motivation and Classroom Management 3
MAED 3475 Historical and Modern Approaches to Mathematics 3
Major in Mathematics Education, B.S.
1 20 Bagwell College of Education and PTEU
Education
Professional Education (7-12) Requirements, Major in Mathematics Education - cont’d)
Credit Hours
MAED 4416 Teaching of Mathematics (6-12) 6
MAED 4417 Teaching Mathematics: Practicum (6-12) 3
MAED 4475 Student Teaching: Mathematics (6-12) 12
FREE Any courses in the university curriculum. 6
ELECTIVES
PROGRAM TOTAL:
Mathematics Education
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Proposed Changes Packet