Secondary Mathematics Course Offerings
Secondary Mathematics course offerings will be found under the 4 letter code of MAED in the course listings.
501 – Calculus for Teachers (3)
A presentation of key areas of calculus for those who have taken at least two semesters of calculus in the past. Topics include limits, derivatives, antiderivatives, volumes of rotation, natural logarithm and exponential functions, inverse trigonometric functions, techniques of integration, sequences, and infinite series. Graphing calculators are used.
502 – Analysis for Teachers (3)
A theoretical study of the calculus of sequences, and of the complex number system. Topics may include sets and operations on sets, equivalence and countability, least upper bounds, limits of sequences including limit superior and limit inferior, Cauchy sequences, complex number arithmetic, moduli, conjugates, polar form, and roots of complex numbers.
510 – Linear Algebra for Teachers (3)
A systematic study of solutions of linear equations in several variables. Emphasis is placed on computational techniques and the geometric interpretation of solutions. Matrices are introduced as the primary tool for solving linear systems, and the relevant properties of matrix algebra are developed accordingly. Calculators and computer software are used in problem solving.
520 – Discrete Mathematics for Teachers (3)
A survey of advanced topics in discrete mathematics with an emphasis on real world applications. Topics include permutations, combinations, and other forms of enumerative combinatorics; combinatorial and statistical
designs; theory and application of graphs; and topics in error-correcting codes and cryptography.
530 – Probability and Statistics for Teachers (3)
An overview of probability theory and statistics including probability distributions of discrete and continuous random variables, functions of random variables, and statistical inference. Topics may include sampling methods, regressional analysis, and ANOVA. Emphases are placed on topics that prepare teachers to read and understand educational research and design their own research studies. Graphing calculators and computer software are used to analyze and display data.
540 – Teaching Mathematics in Middle and Secondary Schools (3)
Methods of teaching and assessing the middle school and high school mathematics curriculum and an examination of the current research on the learning and teaching of mathematics. Topics include a review of the history of mathematics education, a comparison of behaviorist and constructivist models of learning and teaching mathematics, and an investigation of the use of appropriate technology and other instructional materials.
547 – Special Topics in Mathematics for Teachers (1-6)
This course is designed to address topics in mathematics or mathematics education that are of particular interest to students and faculty. Each topic aims at giving teachers a better understanding of mathematics content and/or pedagogy to enhance their instructional practices.
550 – History of Mathematics (3)
An overview of the history of mathematics from the time of ancient Egyptians and Babylonians to modern day. Special emphasis is placed on the history of the development of mathematical topics pertinent to the middle school and high school curriculum.
560 – Geometry for Teachers (3)
The development of Euclidean and various non-Euclidean geometries from axiomatic systems. Topics may also include construction problems and geometrical transformations with the use of “Geometer’s Sketchpad” software. Emphasis is placed on developing an in-depth understanding of those topics in the middle and high school geometry curriculum.
570 – Algebra and Number Theory for Teachers (3)
A study of the ways in which the ideas of number theory and algebraic structures underlie the topics in the middle and high school mathematics curriculum. Topics include a theoretical study of number systems and selected concepts from groups, rings, fields, and vector spaces. Graphing calculators, computer algebra systems, and spreadsheets are used to explore algebraic and number theory concepts.
580 – Mathematical Modeling for Teachers (3)
The course develops skills in mathematical modeling through practical experience, focusing on specific projects involving real-life problems that are accessible to students’ existing mathematical backgrounds. Development, analysis, and evaluation of mathematical models for physical, biological, social, and technical problems are completed using differential and difference equations, with both analytical and numerical solution techniques incorporated.