Viewing: EMS 472 / EMS 572 : Teaching Mathematics Topics in Senior High School

Last approved: Sat, 17 Nov 2018 09:00:29 GMT

Last edit: Fri, 16 Nov 2018 13:42:00 GMT

Changes proposed by: awmccull
Change Type
Major
EMS (Math & Science Education)
472
007174
Dual-Level Course
Yes
572
Cross-listed Course
No
Teaching Mathematics Topics in Senior High School
Teaching HS Math
College of Education
Math, Science, and Technology Education (13EMS)
13.1311
Mathematics Teacher Education.
Term Offering
Fall and Spring
Offered Every Year
Spring 2019
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture2.0
Practicum2.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Cyndi Edgington
Teaching Assistant Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture115Nosee syllabus
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: EMS 480 passed with a C or better; Corequisite EMS 470
Restriction: Graduate Standing; Corequisite: EMS 570
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
13MTHEDBSMathematics EducationRequired
13MTHEDBS-13MTHEDCPSMathematics Education - Computer ScienceRequired
13MTHEDBS-13MTHEDSTMathematics Education- StatisticsRequired
13MTHEDBS-13MTHEDMAMathematics Education and MathematicsRequired
13MTHEDBS-13MTHEDSDMathematics Education and StatisticsRequired
Preparation for teaching mathematics in grades 9-12. This course includes a school-based field experience. Students are required to provide their own transportation. MED Majors only.

EMS 470 was moved into this semester


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No additional resources required.

Student Learning Outcomes

By the end of this course, students will be able to: 



  • Demonstrate understanding of mathematics standards for grades 9-12

  • Apply strategies for effective teaching

  • Write lessons that incorporate open, high demand mathematics tasks and appropriate mathematics technology tools

  • Apply knowledge of equitable teaching practices

  • Develop specialized mathematics content knowledge


In addition, for graduate students: 


- Apply research theories and findings to teaching practice


Evaluation MethodWeighting/Points for EachDetails
Participation15Includes classwork, homework, and participation. See syllabus
Project20Field Placement Portfolio- see syllabus
Project40Micro-teaching Projects- see syllabus
Project25Video Project- see syllabus
mlnosbis 10/24/2018:
1) Effective date must be Spring 2019 or later.
2) The instructor listed in CIM is not the instructor listed in the syllabus. These should match.
3) The grad prerequisite in CIM is graduate standing AND EMS 570, but the syllabus lists only graduate standing.
4) Syllabus should include the general PRR statement, item 14 from the Graduate Course Syllabus Checklist attached under Additional Documentation.

cohen (10/28/2018):
1. The section in the syllabus describing the course is wonderful! There is a minor typo in the sentence:
Soon, you will be teacher to more than 100 students!
2. I would suggest strengthening the first learning outcome. Also, should there be an additional learning outcome for the graduate section?
3. There are emergencies and other unforeseen circumstances where it is not possible to notify the instructor beforehand. I would suggest noting in the section on the Attendance Policy in the syllabus that students should notify the instructor as soon as possible after an absence of that type.

ABGS Reviewer Comments 11/5/2018:
-No concerns
aeherget (Thu, 11 Oct 2018 17:13:30 GMT): AECHH: At the Oct. 10, 2018, UCCC Meeting the members approved EMS 472/(572) with the following friendly suggestions: -In the feedback rubric, separating the second row out so that "my student intern communicates with me effectively" and "my student intern interacts very well with students" as these may have different responses. -In the field 'placement portfolio' add "at the beginning of class" to the end of the statement “full project description and rubric will be shared”. -Correct spelling typos in the syllabus. -Remove credit (S/U) grading statement from the syllabus. -Including a participation feedback loop during the semester for students to see how they are doing in participation and could then adjust before the end of the course. -Removing the word 'none' in the syllabus under academic honesty. -Including a statement in the instructional resources section in CIM indicating something such as “no additional resources are needed, the course is in the instructor’s regular rotation” or another resource statement.
aeherget (Thu, 11 Oct 2018 19:29:42 GMT): AECHH: uploading updated feedback rubric at instructor's request via email 10/11/2018 based on friendly suggestions from the 10/10/2018 UCCC meeting.
mlnosbis (Mon, 29 Oct 2018 17:29:55 GMT): Rollback: Rollback to address comments.
Key: 2068
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