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Course Descriptions |
| EDUC 522 Evaluation of Instruction - 3.00 credits |
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| Enables the student to acquire competence in evaluation techniques including portfolios, journals, performance assessments, individual and collaborative projects, and presentations. The course covers qualitative and quantitative assessment used in measuring student achievement. Techniques for grading will also be explored. |
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| EDUC 524 Current Rsrch Curric & Inst - 3.00 credits |
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| Examines the relationship of curricula and instruction to current research in learning and knowledge construction, developing higher-order thinking in specific disciplines and content areas, and the role of understanding and metacognition in learning. Complex problems of pedagogy are identified and analyzed (e.g., interdisciplinary curricula, team teaching, collaborative learning), with attention to designing learning goals and outcomes with effective instructional strategies. |
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| EDUC 525 Multi-Media Instruc Desgn - 3.00 credits |
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| Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed. |
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| MTED 501 Proportional and Algebraic Reasoning - 3.00 credits |
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| This course is about learning and teaching algebra, focusing on patterns, functions and graphs, proportionality, and algebraic connections. Participants will collaboratively explore open-ended problems, discussing, evaluating, revising, and analyzing others' solutions. This is the first course in a sequence to prepare teachers for implementing student-centered, content-based and technology-enhanced instruction. |
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| MTED 502 Geometry & Spatial Reasoning - 3.00 credits |
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| This course is about learning and teaching geometry, focusing on characteristics of shapes, representational systems, geometric modeling, and proof. Participants will collaboratively explore open-ended geometric problems, discussing, evaluating, revising, and analyzing others solutions. This is the second of three introductory courses that prepare teachers to enact student-centered learning and teaching. |
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| MTED 503 Data Analysis and Probabalistic & Statistical Reasoning - 3.00 credits |
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| This course is about learning and teaching data analysis and probabilistic and statistical reason, focusing on representation of data, measures of center and spread, inferential statistics, proportionality and probability, and introductory statistical analysis. Participants will discuss, evaluate, revise and analyze solutions and methods. This is the third of a 3-course sequence. |
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| MTED 511 Functions through the Curriculum - 3.00 credits |
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| This course will consist of an extended analysis of the conception of function, including its historical development. Participants will gain personal experience in thinking of function as a unifying idea on mathematics as well as with conceptual instructional materials. |
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| MTED 601 Diagnosing Student Mathematical Thinking - 3.00 credits |
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| This course is about student-centered learning and teaching of mathematics. This goal is to develop participants' expertise in analyzing student work, understanding student thinking, and using that understanding to guide subsequent interactions and interventions with the student. |
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| MTED 611 Virtual Field Experience I - Online Mentoring - 1.50 credits |
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| This course utilizes the Math Forum's online learning environment to provide teachers with opportunities to engage with students, diagnose student understandings, and implement appropriate instructional responses. Key to this course is virtual one-on-one interactions and an opportunity to reflect on these interactions. This is the first of a 2-course sequence. |
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| MTED 612 Virtual Field Experience II - Online Mentoring - 1.50 credits |
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| This course utilizes the Math Forum's online learning environment to provide teachers with opportunities to engage with students, diagnose student understandings, and implement appropriate instructional responses. Key to this course is continued virtual interactions and an opportunity to reflect on these4 interactions. This is the second of a 2-course sequence. |
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| MTED 621 Collaborative Instructional Design & Analysis I - 3.00 credits |
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| This course focuses on teachers identifying critical areas from their colleagues' classrooms that are in need of improvement and designing and implementing a substantive, outcome-driven response. The course will involve intensive analysis of curricular goals, intended student outcomes, lesson planning and classroom-based ?action research?. |
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| MTED 622 Collaborative Instructional Design & Analysis II - 3.00 credits |
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| This course is the second of two courses designed to help teachers identify critical areas from their colleagues' classrooms that are in need of improvement and designing and implementing an appropriate response. The course will involve similar tasks and assignments as MDED 621 but will differ in curricular focus. |
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| MTED 690 Current Research in Mathematics Learning & Teaching - 3.00 credits |
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| This capstone course for the Master of Science program in Mathematics Learning and Teaching will provide students with an introduction to research in mathematics education. Participants will read, analyze, and synthesize seminal research articles in mathematics education and create a proposal for a future classroom-based research project. |
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