Page 1 of 7 Course Number/Name Knowledge & Skills MATH 4990 MATH 4990 (3) Senior Seminar I (3) Senior Seminar I II I The goals of mathematics education are to enable the student to demonstrate an understanding of core mathematical ideas, the ability to independently manage mathematical problem solving, and skill in the communication of mathematics. This includes a demonstration of understanding of and facility with mathematical processes that pervade the teaching of all mathematics as well as the theory and practice within the content areas of mathematics including numbers and operations, functions, algebra, geometry and measurement, data analysis and statistics, discrete and finite mathematics and calculus. Becoming a teacher is a lifelong undertaking that is initiated in college coursework, refined in field experiences, and enhanced during professional practice. The coursework and related field and laboratory experiences will provide the prospective teacher with the knowledge and skills to accomplish these goals. It is assumed that the mathematical processes are all incorporated in the content of each of the mathematical concepts. The mathematical concepts and supporting contextual abilities are encompassed in the following: Candidate Content Standards Standard 1: Mathematical Processes 1.1 Use mathematical language, symbols, definitions, proofs, and counterexamples correctly and precisely to present mathematical reasoning. 1.2 Apply and adapt a variety of appropriate strategies to problem solving, including testing cases, estimation and then checking induced errors and the reasonableness of solutions. 1.3 Develop inductive and deductive reasoning to independently make and evaluate mathematical ideas and to communicate solution strategies. 1.4 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) to solve problems, to model mathematical ideas, and to communicate solution strategies. 1.5 Recognize and use mathematical ideas and processes that arise in different setting, with an emphasis on formulating a problem in mathematical terms, interpreting the solutions, mathematical ideas and communication of solution strategies. MATH 4620 (3) History and Philosophy of Mathematics 1.6 Employ reading and writing to recognize the major themes of mathematical processes, the historical development of mathematics and the connections between mathematics and the real world.
Page 2 of 7 MATH 4620 MATH 4990 I II (3) Teaching Math in Grades 5-8 (3) Teaching Math in Grades 5-8 (3) History and Philosophy of Mathematics (3) Senior Seminar II II II 1.7 Use technologies appropriately to develop understanding of abstract mathematical ideas, to facilitate problem solving and to produce accurate and reliable models. 1.9 Use a variety of methods aligned with instructional techniques to provide formative and summative assessment of mathematical learning. 1.10 Understand the dynamic nature of mathematics and its role in history, current events, and individual lives. Standard 2: Numbers and Operations 2.1 Explore the nature of the types of elements in the real and complex numbers (integer, whole number, irrational, numbers arising from roots, etc.) and the mathematical imperatives that influenced the study of each type of element. 2.2 Establish an ability to estimate, select appropriate units, evaluate accuracy of calculations and make estimations of error arising from limitations in the technological representation of numbers and in measurements. 2.3 Explore vectors as elements in a numeric system, focusing on graphic representations as well as ordered n-tuple notation. 2.4 Develop number theory principles including modular arithmetic and the Fundamental Principle of Arithmetic. Explore algebraic principles in this setting for arithmetic and exponents. 2.5 Develop an understanding of equivalent representations of numbers via an equivalence relations and ability to substitute equivalent representation when performing operations. 2.6 Explore a variety of equivalence relations and establish the definition and structure of equivalence classes. Examine these concepts in the context of modular arithmetic. 2.7 Establish set notation and operations; use this structure to analyze logical arguments and apply to real world problems. Standard 3: Functions 3.1 Develop the definitions of relations and functions from multiple approaches including verbal, numeric, symbolic, graphic, diagrammatic, and subset of a cross-product. Distinguish between relations and functions and move flexibly between different descriptions. Explore oneto-one and onto function in this setting. 3.2 Develop formal and informal understanding of domain, range and restriction of domain; establish the nature of both algebraic and transcendental functions. 3.4 Differentiate between continuous and discontinuous functions and establish their importance to the development of the concept of limit and to calculus. 3.3 Develop a complete understanding of functions as elements in an arithmetic system using composition of the functions as the operation and the inverse function as the inverse element. Explore the relation between a function and its inverse graphically; establish the requirements for the existence of the inverse function.
Page 3 of 7 MATH 1730 (4) Precalculus (prerequisite for Math 1910) I 3.5 Establish a thorough understanding of the definition and development of exponential, logarithmic, and trigonometric functions. Include the six fundamental trigonometric functions and their inverses. Explore the domain and range for all these functions. Standard 4: Algebra 4.1 Perform arithmetic operations involving polynomials and rational expressions, including calculations of substantial complexity. Understand the nature and differences arising from viewing these elements as both formal expressions and as functions with domain restrictions. 4.2 Construct and solve systems of linear equations and inequalities in n dimensions. Understand the nature of finite and infinite solution sets and the parametric representation of infinite solutions sets. Be able to write infinite solutions in parametric form. MATH1920 MATH3070 I II II I I II II I I 4.3 Understand the real-world applications and problems that require the use of exponential functions for solutions. Solve problems in settings that provide domain or range information and deduce the other information. 4.4 Apply the processes of linear algebra, calculus of vectors and linear transformations to solving real world applications. 4.5 Explore vectors as elements with algebraic properties, focusing on the properties of the operations in both the geometric as well as n-tuple (arithmetic) context. Standard 5: Geometry & Measurement 5.1 Use analytic geometry tools to explore geometric problems involving planar figures including parallel and perpendicular lines, circles and special points of a polygon. 5.2 Explore the conic sections, including parabolas, ellipses and hyperbolas. Extend these concepts to the three-dimensional surfaces whose cross-sections/level curves are conic sections (cones, hyperbolic, paraboloids, ellipsoids, etc). Analyze solids using cross-sections and level curves. 5.3 Develop the connections between radians and degrees as methods of angular measurements and the relationships between measurement of angles and measurement of arc length. 5.4 Solve problems using relationships between parts of geometric figures. Use similarities and congruences to solve problems. 5.5 Incorporate an understanding of the use of trigonometric formulas to evaluate some specific values of the trigonometric functions. Prove trigonometric identifies and solve trigonometric equations. 5.6 Describe the key characteristics of a curve, identify families of curves, and determine parameters which affect the nature of the particular curve. Parameters to be identified should include those that control vertical and horizontal shifts, periodicity, and amplitude. Include the use of calculus to determine maxima, minima and inflection points. 5.7 Develop an understanding of the nature of geometry, including planar geometry, three-dimensional geometry, Euclidean geometry, non- Euclidean geometries, projective geometry, and non-traditional geometries. 5.8 Use geometry to develop a cogent and detailed understanding of the formulation of transitions in logic and reasoning: a. form measuring the concrete, b. analyzing the concrete, c. establishing a sense of the abstract classification. Include comparisons and classifications of quadrilateral figures and properties of circles.
Page 4 of 7 Course Number/Name Knowledge & Skills Standard 6: Data Analysis, Probability and Statistical Analysis 6.1 Develop an understanding of the different methods of presenting data and the characteristics that determine the selection of the most appropriate method. 6.2 Use data and statistical thinking to draw inferences, make predictions, justify conclusions and identify and explain misleading uses of data. 6.3 Develop the concept of sample space and probability distributions. Perform simulations to address the development of sample space and distributions. 6.4 Compute permutations and combinations and explore their occurrence. 6.5 Explore independent and dependent events; establish the context and understanding for Bayes Theorem. 6.6 Use probabilistic and statistical processes to understand the accurate construction of experiments, collection of data, analysis of data and the production of logically consistent conclusions. 6.7 Understand the difference between univariate, bivariate and categorical data and methods of presenting and analyzing. 6.8 Describe the basic probability models and the relationship between these models and statistics. Include the development and use of Chisquare, binomial, normal and t-distributions. 6.9 Understand how sample statistics reflect population parameters and determine appropriate modeling. Explore informal inferences that can appropriately be drawn from sample statistics. 6.10 Produce data plots and curves of best fit using linear regression, polynomial, regression and exponential regression. Understand correlation and least-squares measurement of fit. 6.11 Know the characteristics of well-designed studies and understand the appropriate inclusion of randomness in a study. 6.12 Construct reports and descriptions of experiments that correctly incorporate and interpret confidence intervals. 6.13 Develop an informal/intuitive understanding of the Law of Large Numbers, establish methods of concretely illustrating the Law and address commonly held misconceptions related to the Law of Large Numbers. 6.14 Understand construction of statistically valid experiments, including data collection and sampling. Discuss the construction of appropriate hypothesis. 6.15 Discuss, evaluate and propose corrections for fallacious presentation of data and outcomes of experiments. Include specific examples from current print/web sources. Standard 7: Discrete and Finite Mathematics 7.1 Apply counting techniques to collect and organize information in order to solve problems.
Page 5 of 7 MATH 4700 MATH 4260 MATH 4XX MATH 4260 ACSI 4200 (3) Combinatorics and Graph Theory (elective) (3) History and Philosophy of Math (3) Number Theory (elective) (3)Teaching Mathematics in Grades 9-12 (3) History and Philosophy of Mathematics I (3) Topics in Secondary School Math I (3) Mathematics of Investment (elective) 7.2 Understand basic principles of symbolic logic, including converse, inverse and contrapositive statements as well as negation of implications and the use of counterexamples. 7.3 Use Venn Diagrams and tabular data to calculate probabilities. Include the use of Venn Diagrams in the analysis of arguments and quantifiers. 7.4 Model real-world problems using graph theory, linear programming and matrices. 7.5 Practice the analysis of error in calculations and the propagation of that error in multi-step procedures; in particular, study the error that arises when irrational numbers represented by symbols are replaced with decimal approximations. 7.6 Be aware of the fundamental questions and theorems posed in elementary number theory. Understand the importance and historical context of these problems. 7.7 Be aware of the fundamental questions and theorems posed in discrete mathematics. Understand the importance and historical context of these problems. 7.8 Develop sequences and series, including open and closed notation as well as limits in the context. Understand truncation and error induced by truncation. 7.9 Use appropriate functions and calculations to solve contextual problems from financial decision-making, including simple and compound interest, future and present value of annuities and amortization. (3) Linear Algebra 7.10 Establish the methodology of Markov Chains to solve real world problems. Explore the concept of limit in the context. CSCI 1160 (4) Introduction to Computing: A Multimedia Approach II I 7.11 Develop and analyze algorithms including iterative and recursive techniques. Standard 8: Calculus 8.1 Develop an intuitive and a formal understanding of the concept of limit, including an informal explanation (verbal and diagrammatic) of the purpose and meaning of the definition. Establish means for determining that a limit does not exist and provide multiple representations. 8.2 Extend the definition of limit to limits of sequences and to end behavior of functions and functional behavior at asymptotes. 8.3 Develop the connections between the existence of the tangent line, existence of the derivative and continuous functions. II 8.4 Develop an understanding of the derivative as a measure of rate of change of tangible quantities (such as velocity) as well as a geometric description of change in a curve (slope of tangent line). Use first and second derivatives to completely describe planar curves and specific characteristics. 8.5 Calculate derivatives of polynomial, exponential and trigonometric functions and compositions of these functions using the derivative and the limit theorems. Approximate derivatives numerically. I 8.6 Perform standard integration techniques and establish integration as a method of calculating volume. Approximate values of definite integrals numerically. I 8.7 Extend the concept of rectangular area to approximation of area to
II MIDDLE TENNESSEE STATE UNIVERSITY Page 6 of 7 irregular shapes. Use the approximation to specifically develop Riemann sums and the concept of the integral. 8.8 Develop an intuitive verbal and pictorial understanding of the Mean Value Theorem and the Fundamental Theorem of Calculus. Program Implementation Standards MATH 3220 MSE 1010 MSE 2010 YOED 3350 YOED3520 See Mathematics matrix, Endorsement in Mathematics Grades 7-12 Mathematics in Grades 5-8 Teaching Mathematics in Grades 9-12 Inquiry Approaches to Teaching Inquiry-Based Lesson Design Classroom Interactions Knowing and Learning in Math and Science 1. Teacher education programs enable teacher candidates to acquire knowledge and skills specified for endorsement in Mathematics 7-12. 2. The program of study in professional education includes human development and instructional knowledge and skills applicable to both middle (grades 7-8) and high school (grades 9-12) levels. MATH 3220 YOED 4050 MATH 3220 MSE 1010 MSE 2010 YOED 3350 YOED3520 YOED 4040 YOED 4400 Teaching Mathematics in Grades 5-8 Teaching Mathematics in Grades 9-12 Topics in Secondary School Mathematics Project-Based Instruction See Mathematics, General Education, and Professional Education matrices Mathematics in Grades 5-8 Teaching Mathematics in Grades 9-12 Inquiry Approaches to Teaching Inquiry-Based Lesson Design Classroom Interactions Knowing and Learning in Math and Science Residency 1 Apprentice Teaching 3. Professional education studies include a focus on communication skills that enable candidates to use vocabulary, language, terminology, and grammatical constructions, syntax and notation specific to professionals in mathematics. 4. Within the full preparation program context, general education coursework, studies in the Mathematics discipline, and professional preparation, should be sufficient to ensure the ability of candidates to promote the learning of mathematics applications to science, business, and art. 5. Teacher candidates will have field experiences in both middle grades (grades 7-8) and high school grades (grades 9-12) as well as a student teaching experience in at least one of these grade bands 6. These licensure standards are derived from the following: Tennessee Mathematics Curriculum Standards 2008, NCTM/NCATE Standards, 2003; Core Curriculum/American Diploma Project Benchmarks and INTASC Model Standards for Beginning Teacher Licensing Assessment and Development. 7. These licensure standards become effective no later than September 1, 2014.
Page 7 of 7 Department Chair Dean