Description of La Salle University’s

Graduate Education Courses in NCTM-Standards Secondary Mathematics

 

 

 

1.   The Interactive Mathematics Graduate Course Series (high school)

a)      EDC 560 A (IMP1)

b)      EDC 561 A (IMP2)

c)      EDC 562 A (IMP3)

d)      EDC 563 A (IMP4)

2.      The Core-Plus Mathematics Course Series (high school)

a)      EDC 564 A (Core-Plus 1)

b)      EDC 565 A (Core-Plus 2)

c)      EDC 566 A (Core-Plus 3)

d)      EDC 567 A (Core-Plus 4)

3.      The Math-in-Context Course Series (middle school)

a)      EDC 568 A (MiC 1)

b)      EDC 569 A (MiC 2)

c)      EDC 580 A (MiC 3)

4.      The Connected Mathematics Course Series (middle school)

a)      EDC 581 A (Connected Math 1)

b)      EDC 582 A (Connected Math 2)

c)      EDC 583 A (Connected Math 3)

5.      Using Graphing Calculators in Problem-based Mathematics

v     EDC 584 A (Graphing Calculators)

6.      Using the Geometer’s Sketchpad in Problem-based Mathematics

v     EDC 585 A (Geometer’s Sketchpad)

7.      Teaching AP Statistics with the Graphing Calculator

v     EDC 750 A (AP Statistics)

8.      Harvard Reform Calculus with the Graphing Calculator

v     EDC 751 A (H.R. Calculus)

 


The Interactive Mathematics Program Course Series:

 

Course Title: TEACHING INTERACTIVE MATHEMATICS, Course I

Course Number: EDC 560 A

Credits: Three (3) graduate

Prerequisites: None

Course Description: An introductory course of 60 hours exploring new cognitivist-based, student-centered high school college preparatory mathematics curricula and pedagogy using the Interactive Mathematics Program (IMP) text series as an example. The IMP curricula is one of several developed with funding from the National Science Foundation. The course will model the instructional philosophy and techniques related to student-centered classrooms. Emphasizes the use of large problem-based mathematical units in the spirit of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards. This four-course series will examine how mathematics curriculum can be organized into strands of core concepts. The specific units and concepts to be explored in Course I are: "Patterns" (number theory); "The Game of Pig" (probability and expected value); "The Overland Trail" (functions and their graphs); "the Pit and the Pendulum" (the normal curve and standard deviations); and "Shadows" (similarity and right triangle trigonometric ratios).

 

Course Tide: TEACHING INTERACTIVE MATHEMATICS, Course 2

Course Number: EDC 561 A

Credits: Three (3) graduate

Prerequisites: EDC 560, or its equivalent

Course Description: Continues with a second level IMP course of 60 hours and further develops strands of core mathematical concepts. The specific units and concepts to be explored in Course 2 are: "Starting Off Write" (use of performance assessment rubrics); "Solve It" (algebra symbol manipulation); "Is Their Really A Difference" (introduction to the chi-square statistic); "Do Bees Build It Best" (prism surface area and volume relations); "All About Alice" (exponents): and, "Cookies" (linear programming with two variables).

 

Course Tide: TEACHING INTERACTIVE MATHEMATICS, Course 3

Course Number: EDC 562 A

Credits: Three (3) graduate

Prerequisites: EDC 560 and 561, or their equivalent

 

Course Description: Continues to develop deeper understanding of core mathematical concepts. The specific units and concepts to be explored in Course 3 are: "Pennant Fever" (combinatorial probability); "Orchard Hideout" (coordinate geometry); "Leave Room for Me" (exponential functions); and, "Meadows or Malls" (linear programming with six variables using matrices).

 

Course Tide: TEACHING INTERACTIVE MATHEMATICS, Course 4

Course Number: EDC 563 A

Credits: Three (3) graduate

Prerequisites: EDC 560, 561 and 562, or their equivalent

 

Course Description: Builds on the past three RVIP courses and explores five culminating units. The specific units and concepts in Course 4 are: "High Dive" (polar coordinates and inverse trig functions); "As the Cube Turns" (3-D matrix rotational projection); "Know How" (guiding independent study); "The World of Functions" (sine, logarithmic, reciprocal functions and their representations); and, "The Pollster Dilemma" (Central Limit Theorem and sampling distributions).


 

The Core-Plus Mathematics Course Series:

Course Title: TEACHING CORE-PLUS CONCEPTS IN MATHEMATICS (8/9-12) Course I

Course Number: EDC 564 A

Credits: Three (3) graduate

Prerequisites: None

Course Description: The first of four courses for high school mathematics teachers exploring new cognitivist- based, student-centered mathematics curricula and pedagogy. This introductory course will use the CORE-Plus Mathematics (CPM) text series. The CPM curriculum is one of several new high school mathematics curricula developed with funding from the National Science Foundation. The four-course series of 60 hours each will examine how mathematics curriculum can be organized into strands of core concepts involving probability and

statistics, algebra, geometry and number theory. CPM makes extensive use large problems in mathematics placed in the context of real world situations. This first 60-hour course covers the Core-Plus curriculum for 9th grade. All four courses will model the instructional methods of NEC according to the guidelines of the National Council of Teachers of Mathematics' Teaching Standards.

 

Course Title: TEACHING CORE-PLUS CONCEPTS IN MATHEMATICS (819-12) Course 2

Course Number: EDC 565 A

Credits: Three (3) graduate

Prerequisites: EDC 564 or its equivalent

 

Course Description: The second of four courses for high school mathematics teachers exploring new cognitivist- based, student-centered mathematics curricula and pedagogy using the CORE-Plus Mathematics (CPM) text series. The CPM curriculum is one of several new high school mathematics curricula developed with funding from the National Science Foundation. This 60-hour course covers the Core-Plus curriculum for 10th grade.

 

Course Title: TEACHING CORFPLUS CONCEPTS IN MATHEMATICS (8/9-12) Course 3

Course Number: EDC 566 A

Credits: Three (3) graduate

Prerequisites: EDC 564 and 565 or their equivalent

Course Description: The third of four courses for high school mathematics teachers exploring new cognitivist- based, student-centered mathematics curricula and pedagogy using the CORE-Plus Mathematics (CPM) text series. The CPM curriculum is one of several new high school mathematics curricula developed with fending from the National Science Foundation. This 60-hour course covers the Core-Plus curriculum for 11th grade.

 

Course Title: TEACHING CORE-PLUS CONCEPTS IN MATHEMATICS (819-12) Course 4

Course Number: EDC 567 A

Credits: Three (3) graduate

Prerequisites: EDC 564, 565 and 566, or their equivalent

 

Course Description: The last of four courses for high school mathematics teachers exploring new cognitivist-based, student-centered mathematics curricula and pedagogy using the CORE-Plus Mathematics (CPM) text series. The CPM curriculum is one of several new high school mathematics curricula developed with funding from the National Science Foundation. This 60-hour course covers the Core-Plus curriculum for 12th grade.


 

The Mathematics-in-Context Course Series:

Course Title: TEACHING MATHEMATICS IN CONTEXT IN THE MIDDLE GRADES, Course I

Course Number: EDC 568 A

Credits: Three (3) graduate

Prerequisites: None

Course Description: The first course of three for middle school mathematics teachers exploring new cognitivist- based, student-centered mathematics curricula and pedagogy. This introductory course will use the Mathematics-in-Context Program (MiC) text series. The MiC curricula are one of several new middle school mathematics curricula developed with funding from the National Science Foundation. The three-course series of 60 hours each win examine how mathematics curriculum can be organized into strands of core concepts involving probability and statistics, algebra, geometry and number theory. NEC emphasizes the use of large problem-based mathematics placed in the context of real world situations. This first 60-hour course covers ten (10) units of the MiC curriculum for 6th grade. All three courses will model the instructional methods of MiC according to the guidelines of the National Council of Teachers of Mathematics' Teaching Standards.

 

Course Title: TEACHING MATHEMATICS IN CONTEXT IN THE MIDDLE GRADES, Course 2

Course Number: EDC 569 A

Credits: Three (3) graduate

Prerequisites: EDC 568, or its equivalent.

Course Description: The second 60 hour course of three for middle school mathematics teachers exploring new cognitivist-based, student-centered mathematics curricula and pedagogy. This second course will continue to use the Mathematics-in-Context Program (MiC) text series and win focus on 10 units covering grade 7.

 

Course Title: TEACHING MATHEMATICS IN CONTEXT IN THE MIDDLE GRADES, Course 3

Course Number: EDC 580 A

Credits: Three (3) graduate

Prerequisites: Courses 568 and 569, or their equivalent.

Course Description: The third 60 hour course of three for middle school mathematics teachers exploring new cognitivist-based, student-centered mathematics curricula and pedagogy. This third course will continue to use the Mathematics-in-Context Program (MiC) text series and will focus on 10 units covering grade 8.


The Connected Mathematics Course Series:

Course Title: MAKING MATHEMATICAL CONNECTIONS IN THE MIDDLE GRADES, Course I

Course Number: EDC 581 A

Credits: Three (3) graduate

Prerequisites: None

 

Course Description: The first course of three for middle school mathematics teachers exploring new cognitivist- based, student-centered mathematics curricula and pedagogy. This introductory course will use the Connected Mathematics text series. The CM curriculum is one of several new middle school mathematics curricula developed with funding from the National Science Foundation. The three-course series of 60 hours each will examine how mathematics curriculum can be organized into strands of core concepts involving probability and statistics, algebra, geometry and number theory. Connected Mathematics emphasizes the internal connections of mathematics in the context of problem-based thematic units. This first course covers ten (10) units of the Connected Mathematics curriculum for 6th grade. All three courses will model the instructional methods of CM according to the guidelines of the National Council of Teachers of Mathematics' Teaching Standards.

 

Course Title: MAKING MATHEMATICAL CONNECTIONS IN THE MIDDLE GRADES, Course 2

Course Number: EDC 582 A

Credits: Three (3) graduate

Prerequisites: EDC 5 8 1, or its equivalent.

Course Description: The second 60 hour course of three for middle school mathematics teachers exploring new cognitivist-based, student-centered mathematics curricula and pedagogy. This second course will continue to use the Connected Mathematics (CM) text series and will focus on 10 units covering grade 7.

 

Course Title: MAKING MATHEMATICAL CONNECTIONS IN THE MIDDLE GRADES, Course 3

Course Number: EDC 583 A

Credits: Three (3) graduate

Prerequisites: EDC 5 81 and 5 82, or their equivalent.

Course Description: The third 60 hour course of three for middle school mathematics teachers exploring new cognitivist-based, student-centered mathematics curricula and pedagogy. This second course will continue to use the Connected Mathematics (CM) text series and will focus on 10 units covering grade 8.


Additional Courses

 

Course Title: USING GRAPHICS CALCULATORS IN PROBLEM-BASED MATHEMATICS

Course Number: EDC 584 A

Credits: Three (3) graduate

Prerequisites: None

Course Description: This 45-hour course is designed for high school mathematics teachers who want to use the power of the graphics calculator as a tool to explore rich problem-based mathematics in algebra, linear programming, trigonometry, probability and statistics. This course is ideal for teachers who teach or want to teach an NCTM Standards-based mathematics curriculum. This course will model the instructional methods consistent with a cognitivist, student-centered mathematics classroom according to the guidelines of the National Council of Teachers of Mathematics' Teaching Standards.

 

Course Title: USING THE GEOMETER'S SKETCHPAD IN PROBLEM-BASED MATHEMATICS

Course Number: EDC 585 A

Credits: Two (2) graduate

Prerequisites: None

Course Description: This 30-hour course is designed for high school mathematics teachers who want to use the power of the Geometer's Sketchpad, a sophisticated computer software tool to explore rich problem-based mathematics in geometry, trigonometry, and algebra. This course is ideal for teachers who teach or want to teach an NCTM Standards-based mathematics curriculum. This course will model the instructional methods consistent with a cognitivist, student-centered mathematics classroom according to the guidelines of the National Council of Teachers of Mathematics' Teaching Standards.

 

Course Title: TEACHING A. P. STATISTICS WITH THE GRAPHING CALCULATOR

Course Number: EDC 750 A

Credits: Three (3) graduate

Prerequisites: None

Course Description: This 45-hour course is designed to prepare high school mathematics teachers to teach the newly created A.P. Statistics Course. This course explores both the mathematical content of new the A.P. Statistics course as well as student-centered instruction techniques such as cooperative learning and student presentations. Problem- solving and critical thinking will be emphasized. Special attention will be given to the use of manipulative for the purposes of modeling data and the use of the TI-83 graphics calculator for sophisticated statistical computations.

Primary text: A.P. Statistics by George Cobb, et al., Key Curriculum Press, 1998.

 

Course Title: HARVARD REFORM CALCULUS WITH THE GRAPHING CALCULATOR

Course Number: EDC 751 A

Credits: Three (3) graduate

Prerequisites: None

Course Description: This 45 hour course explores all facets of reform calculus using as it example the National Science Foundation supported Calculus Project produced by the Consortium based at Harvard University. This course in consistent will several task forces sponsored by the Mathematical Association of America which have called for livelier versions of calculus that give greater emphasis to non-routine, problem solving, modeling and the use of graphics calculators. This course will model student-centered pedagogical techniques as well. Supplemental readings complement the primary text: Calculus, 2nd Edition, Deborah Hughes-Hallet et al., John Wiley & Sons, 1998.