M Ed 104. Geometry for Elementary School Teachers. 3(3, 0).
This course is an introduction to modern view of geometry for pre-service elementary school teachers. The course is concerned with elementary geometric ideas and proofs, and some practical geometric applications. Pre-clinical experiences are required (twenty to forty hours).
Prerequisite: M 150. (F, S)
M Ed 300. Mathematics for Elementary School Teachers. 3(3, 0).
This course is designed primarily for prospective elementary school teachers and focuses on the study of new approaches. Emphasis is placed on efficiency in performing mathematical computations and the understanding of elementary mathematical procedures. Pre-clinical experiences are required (twenty to forty hours).
Prerequisite: M 150 and MED 104. (F, S)
M Ed 308F. Principles of Learning Secondary Materials and Methods. 3(3, 0).
The purpose of this course is to enable prospective teachers of secondary school mathematics to re-examine and to become thoroughly competent in present-day course content and teaching methods of secondary school mathematics. M 237 or M 278. Junior Standing or Consent of the Instructor. (F, S)
MIDDLE LEVEL EDUCATION
M Ed 320. The Mathematics Education in Middle School 3(3,0).
This course prepares candidates to create and sustain an inclusive and supportive learning environment in which all students can engage in learning. They will develop skills in using reflective practice to adapt behavior to assist all students in learning. Candidates will be able to design and implement instruction and assessment that assist students in developing critical thinking skills. They will develop a variety of learning experiences to integrate content knowledge into the planning, implementation, and assessment of instruction. Candidates will be able to create opportunities that enable students to demonstrate skill in the content area. They will be able to use a variety of approaches for teaching students to construct meaning from the text and experiences in the content area. They will be able to reflect on their own teaching in light of research, theories and best practice and demonstrate an understanding of the purposes and characteristics of different kinds of curricula and related resources that are consistent with student learning. Candidates will learn to work with teachers in other content areas to connect important ideas, concepts, and skills within other disciplines. They will also establish criteria and develop strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences. They will learn to work harmoniously with parents, teachers, administrators and the community and to embrace technology as an essential tool for teaching and learning. Finally, this course will provide opportunities for observing and participating in various school and classroom settings that include a wide rate of instructional and administrative elements. They will have opportunities for interacting with students of varying socio-economic, racial and ethnic backgrounds, and those with special learning needs and diverse learning style