Mathematics Education Program
Course Descriptions
MATH 501 - Inquiry into Mathematical Thought
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Consideration of theories of learning and philosophies of mathematics that inform curriculum, teaching, and assessment decisions. Participants examine their own assumptions about the nature of mathematics and about mathematics learning, while studying contemporary research. Students’ conceptions and diversity among students’ mathematical ideas and approaches are emphasized. Participants research students’ learning, and create teaching plans and assessment rubrics based upon their and others’ findings. |
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MATH 522 - Experiencing Geometry
Participants will gain a broad perspective on classical and modern geometries and a firsthand experience of learning mathematics though open-ended problems. Emphasis on experiencing and preparing for teaching that builds upon students’ experiences, encourages diverse ideas, and uses hands-on explorations and non-test based assessments.
Credit: 2 semester hours
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MATH 525 - Mathematics as Problem Solving
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Helping educators (K-6) to incorporate mathematical problem solving throughout their curriculum. The content areas of geometry, measurement, number, and probability & statistics provide the context for this perspective on mathematics in everyday life. Problem solving, communicating, and conceptual understanding of mathematics are emphasized. Credit: 2 semester hours |
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MATH 531 / CORE 501 - Mathematical Thinking in Context
| Students will engage in mathematical thinking while participating in a variety of inquiries. They will design and conduct investigations while pursuing solutions to problems outside the boundaries of traditional mathematical contexts. Underlying mathematical themes include number, space, proportion, probability, statistics, and algebraic and other forms of representation. Credit: 2 semester hours
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MATH 579 - Teaching Mathematics to Adolescents
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Teaching and learning mathematics in middle and secondary level classrooms. The course emphasizes meaningful understanding of mathematical concepts as well as competence with mathematical techniques of problem solving. Students become familiar with national teaching and curriculum standards for school mathematics as well as with research into the psychology of learning mathematics. Credit: 3 semester hours |
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MATH 580 - Integrating Technology into Secondary Mathematics
| Introduction to the equipment and software available to teach secondary mathematics. Participants consider the potential of calculator- and computer-based approaches by way of mathematical exploration and problem solving. They analyze the features and benefits of specific software and equipment for promoting rich mathematical experiences, and plan classroom activities based upon their findings. Credit: 1 semester hour
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MATH 590 - Multicultural History of Mathematics
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Study of the ways in which mathematics has been developed and practiced across all cultures, situating the subject in a global and human context. Investigation of non-Western contributions to the mathematics typically taught in schools, as well as culturally-based practices and findings not found within the mainstream. The course provides the background necessary to integrate historical perspectives, topics and approaches into mathematics teaching. Credit: 2 semester hours |
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Mathematics Education at Lewis & Clark
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