Syllabi MathEd

Draft syllabus last revised: 3/12/09
Lock Haven University of Pennsylvania

Lock Haven, Pennsylvania
Mathematics
Calculus 1
I.
Introductory Information
A. Department Name: Mathematics
B. Departmental Catalogue Number: MATH141
C. Course Title: Calculus I
D. Semester Hours of Credit: Three
E. Clock Hours Per Week: Three
F. Overlays: None
G. Restrictions Upon Student Registration: This course is open to any student with MATH113 or
by placement from the Department of Mathematics.
II. Description of the Course

Algebraic functions, trigonometric functions, and elementary analytic geometry are reviewed. Limits
of functions and continuity are introduced. The derivative of a function is defined and properties of
the derivative are applied in a variety of problems. The integral is defined and the Fundamental
Theorem of Calculus is introduced and utilized in the evaluation of integrals.
III. Exposition
A. Objectives:
1. To utilize graphical and analytic techniques to solve problems involving limits and
continuity.
2. To demonstrate the ability to differentiate algebraic and trigonometric functions.
3. To solve applied problems through the utilization of properties of the derivative.
4. To demonstrate the application of the derivative to curve sketching problems.
5. To solve problems involving the integration of definite and indefinite integrals.
B. Activities and Requirements:
1. Satisfactory completion of all assignments.
2. Satisfactory performance on examinations.
C. Major Units and Time Allotted:

1. Brief Review: Graphs of equations, lines, and functions (including a review of trigonometric
functions). (6 hours)
2. Limits: Introduction and intuition, limit formulas, algebraic techniques for evaluating limits,
one-sided limits, infinite limits, limits at infinity, and continuity. (8 hours)
3. Differentiation: The derivative, rates of change, velocity and acceleration, differentiation
formulae (including derivatives of trigonometric functions), the chain rule, implicit
differentiation, and differentials. (9.5 hours)
4. Applications of Differentiation: Related rates, extrema on an interval, Rolles Theorem, the
mean value theorem, increasing and decreasing functions, the first derivative test, concavity,
the second derivative test, graph sketching, and applied extrema problems. (12 hours)
5. Integration: Indefinite integration, integration by substitution, area, definite integration, the
fundamental theorem of calculus. (9 hours).
D. Materials and Bibliography:

1. Anton, H., Bivens, I., and Davis S., Calculus, Early Transcendentals, Combined 8th Edition,
John Wiley & Sons; New York, 2005.
2. Edwards, H., and Penney, D., Calculus, Early Transcendentals, 6th Edition, Prentice Hall;
Upper Saddle River, NJ, 2002.
3. Goldstein, L., Schneider, D., and Lay, D., Asmar, N., Calculus and Its Applications, 11th
Edition, Prentice Hall; Upper Saddle River, NJ, 2007.
4. Hughes-Hallett, D., et al, Calculus: Single and Multivariable, 3rd Edition, John Wiley &
Sons; New York, 2001.
5. Larson, R., Hostetler, R. and Edwards, B., Calculus of a Single Variable: Early
Transcendental Functions 3rd Edition, Houghton Mifflin College; Boston, MA, 2003.
6. Ostebee, A., and Zorn, P., Calculus: From Graphical, Numerical, and Symbolic Points of
View: Single Variable, 2nd Edition , Houghton Mifflin Co; Boston, MA, 2001.
7. Rogawski, J., Calculus: Early Transcendentals, 1st Edition, W. H. Freeman & Co., New
York, NY, 2008
8. Salas, S., Hille, and E., Etgen, E., Calculus: One and Several Variables; 9th Edition, John
Wiley & Sons, New York, 2003.
9. Stewart, J., Essential Calculus, 1st Edition, Brooks/Cole, Boston, MA, 2007.
10. Thomas, G., Finney R., Weir, and M. Giordano, F., Thomas' Calculus, 10th Edition, Pearson
Addison Wesley; Reading, MA, 2002.
11. Varberg, D., Purcell, E., Rigdon, S., Calculus, 9th Edition, Prentice Hall; Upper Saddle River,
NJ, 2006
IV. Standards
Evaluation in this course will be based on grades attained on assignments and examinations.
V. Rationale and Impact

Calculus I is a course designed as preparation for the student who plans to go into a technical
discipline like mathematics, the natural or physical sciences, or into engineering. The content
requirements of the course are fairly standardized in order to articulate with the needs of the various
programs that depend upon it. Calculus I is the first course where students are introduced to
applications that really begin to justify all the time that the student has already invested in learning
mathematics in high school and college.
PDE/NCATE/INTASC Standards - This course is required for the B. S. degree in secondary
education in mathematics and the B. A. degree in mathematics (liberal arts). This course addresses
outcomes 1.5.4, 1.5.8, 1.5.10, and 1.5.12 of the NCATE standards at the grades 7-12 secondary
education level.
This course addresses the following PDE outcomes:
I.D. Concepts of calculus including

o differential and integral calculus,
o sequences and series,
o methods of integration,
o transcendental functions,
o polar coordinates,
o analytic geometry,
o multivariable derivatives and integrals
I.F. Functions including:
o generalize patterns using explicitly defined and recursively defined functions,
o properties of classes of functions; such as polynomial, rational, algebraic, exponential,
logarithmic, and trigonometric functions,
o representing functions numerically, symbolically, graphically, and verbally
I.N. Enhancement of the learning of mathematical concepts through instructing students in the
effective and appropriate use of technology (graphing calculators, computer software etc.), as well as
other computational tools.
VI. Cost and Staff Analysis

No special equipment or supplies are required for this course. There are faculty members who are
interested in offering the course.
VII. Date Approved by University President
_____________________________________________
__________

Mathematics
Calculus 2
I.
C. Course Title: Calculus II
F. Overlays: None
G. Restrictions Upon Student Registration: This course is open to any student with the prerequisite
of MATH141 (Calculus 1).

The calculus of transcendental functions is presented. Integration is studied in depth, specifically
techniques of integration and applications, as well as improper integrals. Conic sections and
indeterminate forms are studied.
III. Exposition
A. Objectives:
1. To demonstrate techniques for finding antiderivatives.
2. To solve applied problems using integration.
3. To demonstrate the description, differentiation, and integration of transcendental functions
and their inverses.
4. To identify graphs of second degree equations.
5. To identify and solve limits which are indeterminate.

1. Conics: Descriptions and graphs of general second-degree equations. (6 hours)
2. Applications of Integration: Area between curves, volumes, arc length, and surface area
work. (9 hours)
3. Logarithmic and Exponential Functions: Definitions and graphs, differentiation and
integration, growth rate problems. (9 hours)
4. Trigonometric Functions and Their Inverses:
Differentiation and integration of
trigonometric, inverse trigonometric, and hyperbolic functions. (9 hours)
5. Techniques of Integration: Integration by parts, trigonometric substitution, partial fractions,
use of tables and numerical integration. (6 hours)
6. LHospitals Rule and improper integrals. (6 hours)

3. Goldstein, L., Schneider, D., and Lay, D., Asmar, N., Calculus and Its Applications, 11th
Edition, Prentice Hall; Upper Saddle River, NJ, 2007.
Transcendental Functions 3rd Edition, Houghton Mifflin College; Boston, MA, 2003.
7. Rogawski, J., Calculus: Early Transcendentals, 1st Edition, W. H. Freeman & Co., New
York, NY, 2008
8. Salas, S., Hille, and E., Etgen, E., Calculus: One and Several Variables; 9th Edition, John
9. Stewart, J., Essential Calculus, 1st Edition, Brooks/Cole, Boston, MA, 2007.
NJ, 2006
IV. Standards

Calculus II is a course designed as preparation for the student who plans to go into a technical
programs that depend upon it. In Calculus II, students expand their repertoire of integration
techniques and in the process solidify both their algebra skills and their grasp of the concepts from
Calculus I. It is in Calculus II that one first sees the impressive applications of calculus to finding the
areas and volumes of various complicated 3 dimensional shapes.
outcomes 1.5.3, 1.5.4, 1.5.8, 1.5.10, and 1.5.12 of the NCATE standards at the grades 7-12
secondary education level.


______________________________________________
_____________
SYLLABUS
CALCULUS III
I.
C. Course Title: Calculus III
F. Overlays: None
G. Restrictions Upon Student Registration: This course is open to any student
with the prerequisite of MATH142 (Calculus 2).

Multivariate calculus and its applications are studied, along with three-dimensional analytic
geometry. A study of series, culminating with power series representation for functions, is presented.
Polar equations and their graphs are studied.
This course consists of two main topics: Convergence and Multivariate Calculus. The concepts
of convergence of an infinite sequence, and an infinite sum are introduced. Commonly used
tools for testing convergence of series and power series representations of functions are
presented. Major topics of multivariate calculus along with three dimensional analytic
geometry are studied.
III. Exposition
A. Objectives:
1. To generate an appreciation and understanding of the use of power series as an alternate
representation of analytic functions through a study of infinite series in general.
2. To demonstrate polar representation of functions and their graphs.
3. To demonstrate the analytic geometry of R3.
4. To demonstrate the differentiation and integration of multivariate functions.
5. To solve applied problems using multivariate calculus.

1. Infinite Series: Sequences, series, tests for convergence, power series and the calculus of
Taylor Series. (12 hours)
2. Brief Discussion of Polar Coordinates: Graphs, equations, intersection and area of polar
curves. (3 hours)
3. Multivariate Calculus and Analytic Geometry: Three-dimensional graphing, quadric
surfaces and cylinders, limits and continuity. (12 hours)
4. Partial Differentiation: Partial derivatives, implicit differentiation and the chain rule, applied
extrema problems. (9 hours)
5. Multiple Integration: Double and triple integration, integrated integrals, area, volume and
surface area. (9 hours)
3. Goldstein, L., Schneider, D., and Lay, D., Calculus and Its Applications, 10th Edition,
Prentice Hall; Upper Saddle River, NJ, 2003.
Transcendental Functions 3rd Edition, Houghton Mifflin College; Boston, Ma., 2003.
7. Salas, S., Hille, and E., Etgen, E., Calculus : One and Several Variables; 9th Edition, John
8. Stein, S., and Barcellos, A., Calculus and Analytic Geometry, 5th Edition McGraw-Hill
Science/Engineering/Math; Boston, MA, 1992.
9. Stewart, J., Calculus: Early Transcendentals (with CD-ROM), 5th Edition, Brooks/Cole,
Boston, MA, 2002.
NJ, 1999
IV. Standards
Calculus III is a course designed as preparation for the student who plans to go into a technical
programs that depend upon it. In Calculus III, students are introduced to powerful techniques such as
representing functions as series and calculating with multivariable integrals that have myriads of
applications in a variety of fields.
outcomes 1.5.3, 1.5.4, 1.5.8, 1.5.10, and 1.5.12 of the NCATE standards at the grades 7-12


______________________________________
_____________
SYLLABUS
FOUNDATIONS OF MATHEMATICS
I.
B. Departmental Catalogue Number: MATH 205
C. Course Title: Foundations of Mathematics
F. Overlays: None
G. Restrictions Upon Student Registration: This course is open to any student
with the prerequisite of MATH141 (Calculus 1).

This course provides the foundation that is necessary for students to make the transition to advanced
mathematics. Basic topics of Mathematical Logic with deductive reasoning as applied to
mathematical proofs are studied in detail. Mathematical Induction, Set Theory and Theory of
Relations and Functions are studied with appropriate proofs.
III. Exposition
A. Objectives:
1. To gain a comprehensive knowledge in methods of proof and to demonstrate common proof
techniques in proving well known results in mathematics.
2. To acquire a good knowledge in the four areas mentioned in Mathematical logic (with
special emphasis on methods of proof), Mathematical induction, Set Theory, and Theory of
Relations and Functions.
3. To develop a sense of mathematical rigor.
4. To generate a solid foundation of theory upon which more advanced mathematics courses
can be built.
Suggested Activities
Students construct proofs to establish well-known simple results in geometry, elementary algebra,
number theory.

1. Mathematical Logic (12 hours)
a. The Sequential Calculus: Propositions, logical connectives, truth tables, implication,
equivalence, negation, inference, and argument.
b. The Restricted Predicate Calculus:
argument.
Open statements, quantification, inference, and
2. Mathematical Induction: Well ordering, the principle of mathematical induction, generalized

well ordering, generalized mathematical induction, and strong induction. (6 hours)
3. Set Theory: Sets, subsets, power sets, Cartesian products, union, intersection, complement,
set algebra, and cardinal numbers. (9 hours)
4. Relations and Functions: Relations, relation composition, equivalence relations and
partitions, linear and partial orderings, ordinal numbers, functions, function composition,
inverse functions, injectivity, surjectivity, and bijectivity. (12 hours)
5. Additional topics at discretion of instructor if times permits
Inequalities, etc.) (6 hours)
(e.g., Combinatorics,

1. Dumas, B., and McCarthy, J., Transition to Higher Mathematics: Structure and Proof,
McGraw-Hill Higher Education, Boston, 2007.
2. Chartrand, G., Polimeni, A. D., and Zhang, P., Mathematical Proofs:
Advanced Mathematics, 2nd ed., Addison Wesley, 2007.
a Transition to
3. Fletcher and Patty, Foundations of Higher Mathematics, (Third Edition), PWS-KENT,

Boston, 1995.
4. Smith, D., Eggen, M., and St. Andre, R., A Transition to Advanced Mathematics, (Fifth
Edition), Brooks/Cole, 2001
IV. Standards
Foundations of Mathematics is a course designed as preparation for the student who will be taking
several advanced mathematics courses as a partial fulfillment of his/her undergraduate program.
Such mathematics courses typically involve proofsFoundations of Mathematics familiarizes the
student with acceptable methods of proof before these more theoretical courses are encountered. In
addition, the thorough treatment of the theory of sets, relations, and functions in Foundations of
Mathematics eliminates the need for such treatment again in future courses, thus allowing for a
greater coverage of relevant material in these courses.
Outcome 1.5.9 of the NCATE standards at the grades 7-12 secondary education level.
This course addresses the following PDE standards:

I.H. Linear algebra including:
matrices,
systems of linear equations,
vector spaces,
linear transformations,
determinants, eigenvalues
I.K. Discrete mathematics including:
logic, sets, relations and functions,

mathematical induction,
elementary graph theory
permutations and combinations
I.M. Fundamental concepts and methodologies of analysis, including rigorous definitions and
proofs of theorems including:
make and investigate mathematical conjectures,

develop and evaluate mathematical arguments.

____________________________________________
__________
SYLLABUS
HISTORY OF MATHEMATICS
I. Introductory Information
C. Course Title: History of Mathematics
D. Credit in Terms of Semester Hours: Three
F. Overlays: This course can be offered as a writing emphasis course (see attached
example).
G. Restrictions Upon Student Registration: This course is open to any
student with the prerequisite of MATH141, Calculus 1.
II.
Description of the Course
Provides a chronological development of the history of mathematics, interwoven with

biographical sketches and outstanding achievements. Begins with the great civilizations of
antiquity and progresses through the first few decades of the twentieth century. Addresses
contributions from underrepresented groups in a variety of ways. Students study how
contributions from culturally diverse populations have significantly aided the development of
the field of mathematics, and how mathematics has changed the culture of diverse
populations.
III. Exposition
A. Objectives/Goals:
Upon successful completion of this course, students will be able to:
Discuss the historical perspective of mathematics spanning the past 5000 years.
Describe biographical sketches of historically important mathematicians and their

contributions to the field of mathematics.
Demonstrate an appreciation of the study of mathematics and the ingenious

arguments used by mathematicians.
Describe the evolvement of different areas of mathematics including number theory,

algebra, geometry, topology, probability, and analysis.
Realize the historical importance and implication of mathematical thought.
Describe the mathematical contributions from underrepresented groups.
Each student will complete all assignments in a satisfactory manner.
Each student will demonstrate satisfactory performance on all quizzes and

examinations.
Suggested Activities:
Students engage in problem sets and discuss/use historical algebraic techniques

through a variety of representations.
Students study various historical proof and problem solving techniques by
presenting the historical arguments and methods of proof to the class.
Students write essays comparing/contrasting methods of proof, historical
perspectives of mathematics, techniques across fields of mathematics, historical
evolution of mathematics.
Students prove theorems in a variety of historical ways.
Students study and write biographical sketches of historically important
mathematicians and their contributions.
Students study and write about contributions from underrepresented groups from
two different perspectives.
Students conduct a scholarly research paper on a topic of their choice related to
the history of mathematics.
Working in small groups students lead at least one classroom discussion.

Part I: Before the Seventeenth century
1. Babylonian and Egyptian Mathematics (3 hours)
2. The Beginnings of Greek Mathematics: Pythagoras (3 hours)
3. The First Alexandrian School: Euclid (3 hours)
4. The Second Alexandrian School: Diophantus (3 hours)
5. Chinese, Hindu, and Arabian Mathematics (3 hours)
6. European Mathematics, 500 to 1600: Fibonacci, Cardan, and Tartaglia (3 hours)
Part II: The Seventeenth Century and After
7. The Dawn of Modern Mathematics: Napier, Kepler, and Pascal (4.5 hours)
8. The Development of the Calculus: Descartes and Newton (4.5 hours)
9. The Evolution of Probability Theory: Fermat, Euler, and Gauss (4.5 hours)
10. The Renaissance of Number Theory: Fermat, Euler, and Gauss (4.5 hours)
11. Non-Euclidean Geometry: Bolyai and Lobachevsky (4 hours)
12. The Rigorization of Analysis: Cantor (2 hours)
13. The Twentieth Century (3 hours)
1. Burton, D. The History of Mathematics: An Introduction, Fourth Edition, New York,
N.Y., McGraw-Hill, 1999.
2. Burton, D. History of Mathematics: An Introduction, Third Edition, Wm. C. Brown
Publishers, Dubuque, 1995.
3. Dunham, W. The Mathematical Universe, John Wiley & Sons, New York, 1994.
4. Eves, H.W. An Introduction to the History of Mathematics, Sixth Edition, Saunders,
New York, 2001.
5. Falletta, N. The Paradoxicon, John Wiley & Sons, New York, 1983.
6. Gamov, G. One Two ThreeInfinity, Bantam Books, New York, 1972.
7. Katz, V. Using History to Teach mathematics: An International Perspective,
Mathematical Association of America, Washington DC, 2000.
8. Olivastro, D. Ancient Puzzles, Bantam Books, New York, 1993.
9. Paulos, J.A. Beyond Numeracy, Alfred A. Knopf, New York, 1991.
10. Steen, L.A. (ed.) On the Shoulders of Giants: New Approaches to Numeracy,
National Academy Press, Washington, D.C., 1990.
11. Stewart, I. The Problems of Mathematics, Oxford University Press, Oxford, 1992.
11.12. Ball, W. W. R. A Short Account of the History of Mathematics, Dover
Publications, Mineola, 1960.
Formatted: List Paragraph, No bullets or

numbering, Tab stops: Not at 0.75"
IV.
Standards
Evaluations in this course will be based on grades attained on assignments, quizzes, and/or
examinations.
PDE/NCATE/INTASC Standards related to each student objective is described in the table
below.
Objectives
Objective 1
Objective 3
Objective 4
Objective 1
Objective 3
Objective 4
Objective 5
Objective 1
Objective 3
Objective 5
Objective 6
Objective 3
Objective 4
Objective 6
Objective 2
Objective 6
Outcome 5
Outcome 6
Activities
Requirements
Students engage in
Each student will
problem sets and
complete all
discuss/use historical
assignments in a
algebraic techniques satisfactory manner.
through a variety of
representations.
Students study
Each student will
various historical
demonstrate
proof and problem
satisfactory
solving techniques by
performance.
presenting the
historical arguments
and methods of proof
to the class.
Students write essays
Each student will
comparing/contrasting
demonstrate
methods of proof,
satisfactory
historical perspectives
performance.
of mathematics,
techniques across
fields of mathematics,
historical evolution of
mathematics.
Students prove
Each student will
theorems in a variety
complete all
of historical ways.
assignments in a
satisfactory manner.
Students study and
write biographical
sketches of
historically important
mathematicians and
their contributions.
Students study and
write about
contributions from
underrepresented
groups from two
different perspectives.
Each student will

demonstrate
satisfactory
performance.
Each student will

demonstrate
satisfactory
performance.
Assessment
Evidence of
Learning Outcome
Successful
completion of
problem sets
reflecting
Objectives 1, 3, 4.
Successfully present
the argument and
proof technique
reflecting
Objectives 1, 3, 4, 5.
Successfully write
compare and
contrast essays
reflecting
Objectives 1, 3, 5, 6.
Successfully
demonstrate proof
comprehension
reflecting
Objectives 3, 4, 6.
Successfully write
biographical
sketches reflecting
Objective 2 and 6.
Successfully write
about contributions
from
underrepresented
groups reflecting
Objectives 5 and 6.
Objective 1 6
Depending on
Students Topic of
Choice
Objective 1 6
Students conduct a
scholarly research
paper on a topic of
their choice related to
the history of
mathematics.
Working in small
groups students lead
at least one classroom
discussion.
Each student will

demonstrate
satisfactory
performance.
Successfully
produce a research
paper reflecting any
one or combination
of Objectives 1 6.
Each student will

demonstrate
satisfactory
performance.
Successfully lead
the class discussion
reflecting any one or
combination of
Objectives 1 6.
This course is a required course for the B.S. degree in secondary education in mathematics. This
course is an elective for the B.A. degree in mathematics. This course meets the following
NCATE program outcomes for grades 7 12: Outcome 1.5.2, Outcome 1.5.9, Outcome 1.6.
This course meets the following PDE outcomes:
IA: History of Mathemactics as a tool for life and the workplace, and I contexts as part of
a cultural heritage.
I.G. Geometry including:
fundamental ideas of measurement and spatial visualization,
nature of axiomatic reasoning,
transformations, coordinates and vectors,
trigonometry from a geometric perspective,
use of technological tools in geometry
Euclidean and non-Euclidean geometry
I.I. Abstract algebra including
structures, properties and examples of groups, rings, and fields,
relevance of algebraic properties in the study of number systems
V. Rationale
By studying the historical framework into which the various areas of mathematics fit, History
of Mathematics will enable students to acquire a more global perspective of the mathematical
arena, resulting in an increased awareness and appreciation of mathematical insight and
creativity. Through the analysis, discussion, and solution of historically significant problems
involving concepts frequently encountered at the secondary education level, this course will
be especially valuable to prospective teachers of mathematics.
VI.
Cost and Staff Analysis
No special equipment or supplies are required for this course. There are faculty members
who are currently interested in offering the course.
VI.
Date approved by University President:

________________________________________
__________
Request of General education Overlay

Writing Emphasis (WE)
Submitted by Dr. Denine Burkett
For fall 2001 Semester
Course #:
MATH225
Section: 01
Title: History of
Mathematics
3 sh
Sections of courses designated WE are recommended by the department each

semester as part of the scheduling process. Completed criteria sheets for each WE
course should accompany the proposed schedule of courses submitted to the Deans
for approval. Available resources may limit the number of WE courses that can be
offered during a semester. For each of the criteria, list the course objectives and
activities that fulfill it. All bullets of the criteria must be met. Please type.
Criteria for Writing Emphasis (WE)
The purpose is to maintain the writing skills developed in the first-year composition
course.
Criteria
Enrollment in WE courses is
limited to twenty-five students
(with twenty-two as a target).
Practice writing within the
discipline through, but not limited
to, the following contexts: informal
in-class writing, discipline-focused
essays, and essay exams. Essay
exams alone do not constitute a
writing emphasis class.
Course Objectives an Activities

This course has always maintained
enrollment of 25 students or less.
Objective 1: Discuss the historical
perspective of mathematics spanning the
past 5000 years.
Objective 5: Realize the historical
importance and implication of
mathematical thought.
Activity: Students write essays
explaining how mathematics evolved.
Students must argue whether
mathematics was invented or discovered
and support their argument with
research and examples. This activity is
repeated several times throughout the
semester as students arguments and
opinions change overtime. At the end of
the semester, students repeat the
activity and document how their view
has changed as they learned more about
the history and future of mathematics.
Objective 2: Describe the biographical
sketches of historically important
mathematicians and their contributions

to the field of mathematics.
Activity: Students write biographical
sketches of mathematicians and how
their contributions have influenced the
fields of mathematics and science.
Objective 3: Demonstrate an
appreciation of the study of mathematics
and the ingenious arguments used by
mathematicians.
Activity: Students research a
mathematical topic of their choice and
write a 10 15 page paper. This
research is then presented to the class in
a 30 45 minute presentation.
Activity: Students study various
historically significant proofs. Students
discuss and write about how the proof
techniques differ and why. Students
address how societal changes influence
the theoretical development of
mathematics. Likewise, students
address how the theoretical development
of mathematics has significantly
influenced societal changes.
Objective 4: Describe the evolvement
of different areas of mathematics
including number theory, algebra,
geometry, topology, probability, and
analysis.
Activity: Students write essays
explaining how several fields of
mathematics have evolved over time.
Receive writing training through

instructor
modeling,
sample
essays,
discussions,
lectures,
and/or
instructor-student
conferences. Writing conventions
particular to the discipline should
be emphasized.
Several essay passages written by

the instructor are shared with
students.
Students are given focus
questions prior to their assigned
readings. Students use these
questions to prepare themselves
for the next days discussions.
Activity: Working in small
groups, students will lead at least
one days classroom discussion.
Students write/revise their own
focus questions for the rest of the
Revise a portion of his/her writing

by applying suggestions from the
instructor, comments from peer
review editors, and/or advice from
Writing Center tutors.
Demonstrate writing proficiency,

which the instructor will evaluate
as a percentage of the final course
grade.
class and function as a classroom

discussion facilitator.
Activity: Students receive some
training on various proof
techniques so that the historical
proofs overtime can be
investigated and compared.
Several times throughout the
semester students are required to
revise their essays after feedback
from the instructor.
Essay activities evolve through
classroom discussions.
Students critique several
passages written by their peers
and Writing Center tutors.
Students write mathematical
proofs and compare them to
historical proofs over various
periods of time.
All student essays, free writes,
research paper, etc. must be in
APA style. Appropriate grammar,
punctuation, etc. must be used at
all times. A rubric is used to
assess each writing submission
and therefore, their writing
ability.
Students ability to write
mathematical proofs is assessed.
1
SYLLABUS
NUMBER THEORY
C. Course Title: Number Theory
F. Overlays: None
G. Restrictions Upon Student Registration: This course is open to any student with
the prerequisite of MATH 205 (Foundations of Mathematics).
This course is the study of the divisibility properties of the integers. Topics include the
congruence relation, arithmetic functions, Gauss Law of Quadratic Reciprocity, and
Diophantine equations as well as applications such as cryptography.
III. Exposition
A. Objectives
Upon completion of this course, students will be able to do the following:
1. Articulate divisibility properties of the integers.
2. Articulate open questions in number theory arising from the divisibility
properties of the integers.
3. Recognize the historical importance of the congruence relation in number
theory.
4. Describe the inherent beauty of the Law of Quadratic Reciprocity as a
unifying theme in number theory.
2
5. Apply concepts of number theory in problem solving including the solution of
Diophantine equations arising from such problems.
6. Apply concepts of number theory in specific applications such as
cryptography.
B. Activities and Requirements
1. Each student will complete all assignments in a satisfactory manner.
2. Each student will demonstrate satisfactory performance on all quizzes and
examinations.
3. Each student will apply concepts of number theory in the solution of both pure
and applied problems.
4. Each student will demonstrate proficiency in using software (such as
Mathematica) that enables number-theoretic concepts to be applied in the real
world context.
C. Major Units and Time Allotted: (The brief descriptions associated
with each major unit below are intended only as overviews and should not be
construed as complete representations of the topics covered.)
1. Divisibility and Factorization (9 hours)
Divisibility, factorization, prime numbers, greatest common divisors, least
common multiples, and the Fundamental Theorem of Arithmetic
2. Congruences (9 hours)
Congruences, linear congruences, the Chinese Remainder Theorem,
Wilsons Theorem, Fermats Little Theorem, and Eulers Theorem
3. Arithmetic Functions (6 hours)
Arithmetic functions, multiplicativity, and complete multiplicativity
4. The Law of Quadratic Reciprocity (6 hours)
Quadratic residues, the Legendre symbol, and the Law of Quadratic
Reciprocity
5. Diophantine Equations (9 hours)
Linear and nonlinear Diophantine equations, Pythagorean triples, Fermats
Last Theorem, and the representation of an integer as a sum of squares
6. Applications (6 hours)
3
Cryptography, primality testing, and Pells equation
D. Materials and Bibliography
1. Guy, Richard K. Unsolved Problems in Number Theory, Third Edition,
Springer, New York, 2004.
2. Rosen, Kenneth H. Elementary Number Theory and Its Applications, Fifth
Edition, Pearson Addison Wesley, Boston, 2005
3. Silverman, Joseph H. A Friendly Introduction to Number Theory, Third
Edition, Prentice Hall, Upper Saddle River, New Jersey, 2005.
4. Strayer, James K. Elementary Number Theory, Waveland Press, Prospect
Heights, Illinois, 2002.
5. Vanden Eynden, Charles Elementary Number Theory, Second Edition,
McGraw-Hill, Boston, 2001.
IV. Standards
Evaluation in this course will be based on grades attained on assignments, quizzes,
and/or examinations.
This course is required for the B.S. degree in secondary education with a
concentration in mathematics and is an elective for the B.A. degree in mathematics
(liberal arts).
PDE/NCATE/INTASC Standards
This course addresses Outcome 1.5.1 of the NCATE Standards at the grade 712
This course addresses Outcome I.E of the PDE Standards at the grade 712 secondary
education level:
I.E. Number theory including:
numbers, ways of representing numbers, relationships among numbers and number
systems
meanings of operations and how they relate to one another.
4
No special equipment or supplies are required for this course. There are faculty
members who are currently interested in offering the course.
_______________________________________
__________
1
SYLLABUS
FOUNDATIONS OF GEOMETRY
C. Course Title: Foundations of Geometry
F. Overlays: None
G. Restrictions Upon Student Registration: This course is open to any student with
the prerequisite of MATH 205 (Foundations of Mathematics).
This course is an axiomatic study of various geometries including finite geometry,
absolute (neutral) geometry, Euclidean geometry, Lobachevskian geometry, and
Riemannian geometry. Historical and cultural frameworks for these geometries are
provided.
III. Exposition
A. Objectives
1. Recognize the historical and cultural contexts of various geometries.
2. Understand axiomatic systems including the concepts of axiom independence
and system completeness.
3. Understand the fundamental role of the parallel postulate in Euclidean and
non-Euclidean geometry.
4. Apply concepts of a particular geometry to the analysis, solution, and coherent
presentation of problems within that geometry.
2
5. Use dynamic geometry software as a tool in conjecture formulation and
analysis.
examinations.
3. Each student will solve specifically assigned problems, typeset these problems
with relevant diagrams and/or rigorous proof, and present these problems to
the class.
4. Each student will demonstrate proficiency in using software (such as
Geometers Sketchpad) that enables conjecture formulation and testing via the
dynamic alteration of geometric sketches.
C. Major Units and Time Allotted: (The brief descriptions associated
1. Finite Geometry (6 hours)
Introduction to axiomatic systems via finite geometries such as Fanos
geometry, independence, completeness
2. Absolute (Neutral) Geometry (6 hours)
Introduction to geometry without the Euclidean parallel postulate
culminating in the Saccheri-Legendre Theorem
3. Euclidean Geometry (21 hours)
Synthetic and analytic Euclidean geometry including the theorems of
Menelaus and Ceva as well as an introduction to dynamical systems
4. Non-Euclidean geometry (12 hours)
Lobachevskian and Riemannian geometry
1. Berele, Allan & Jerry Goldman Geometry: Theorems and Constructions,
Prentice Hall, Upper Saddle River, New Jersey, 2001.
2. Henderson, David W. and Daina Taimina Experiencing Geometry, Third
Edition, Prentice Hall, Upper Saddle River, New Jersey, 2004.
3
3. Kay, David C. College Geometry: A Discovery Approach, Second Edition,
Addison Wesley, Boston, 2001.
4. Reynolds, Barbara E. and William E. Fenton College Geometry Using The
Geometers Sketchpad, Key College Publishing, New York, 2006.
5. Smart, James R. Modern Geometries, Fifth Edition, Brooks Cole, Pacific
Grove, California, 1997.
IV. Standards
This course is required for the B.S. degree in secondary education with a
concentration in mathematics and is an elective for the B.A. degree in mathematics
(liberal arts).
This course addresses Outcomes 1.5.4 and 1.5.9 of the NCATE Standards at the 712
This course addresses Outcomes I.C and I.G of the PDE Standards at the grade 712
secondary education level:
I.C. Use of mathematical communication to:
organize and consolidate mathematical thinking
explain mathematical thinking to others
analyze and evaluate strategies of others
express mathematical ideas precisely
fundamental ideas of measurement and spatial visualization
transformations, coordinates, and vectors
trigonometry from a geometric perspective
Euclidean and non-Euclidean geometry.
4
_______________________________________
__________
1
SYLLABUS
MODERN ALGEBRA 1
C. Course Title: Modern Algebra 1
F. Overlays: None
G. Restrictions Upon Student Registration:
This course is open
any student with the prerequisite of MATH 205 (Foundations of Mathematics).
to

Investigates algebraic structures including groups, rings, and fields. Special emphasis is
placed on the concept of isomorphism as well as applications to the algebra of the
secondary education classroom.
III. Exposition
A. Objectives
1. Describe the role of axioms in algebraic structures.
2. Understand basic algebraic systems including the fundamental concept of
isomorphism.
3. Understand basic structural theorems of modern algebra.
4. Apply concepts of algebra to problems involving symmetry.
5. Understand how the algebra of the secondary education classroom fits into the
field of algebra generally.
6. Apply specific concepts of modern algebra to the algebra of the secondary
education classroom.
2
examinations.
3. Each student will solve assigned problems illustrating the use of the concepts of
algebra in analyzing the symmetry of geometric figures.
4. Each student will solve assigned problems illustrating the use of the concepts of
algebra in the secondary education classroom.
C.
Major Units and Time Allotted: (The brief descriptions associated

1. Group Theory (30 hours)
Abelian and nonabelian groups, cyclic and noncyclic groups, permutation
groups, application of groups to symmetry, Cayley digraphs, Cayleys
Theorem, direct products, the Fundamental Theorem of Finite Abelian
Groups, subgroups, normal subgroups, Lagranges Theorem, and factor
groups, Cauchys Theorem. The concepts of homomorphism and
isomorphism are emphasized throughout, with special attention played to the
homorphism theorems.
throughout.
2. Ring Theory (15 hours)
Commutative and non-commutative rings, rings with unity, integral
domains, characteristics of integral domains, division rings, fields, the field of
quotients of an integral domain,
maximal and prime ideals, factor rings , and
polynomial rings. The concepts of homomorphism and isomorphism are
emphasized throughout, and aApplications
to the secondary education
classroom are emphasized throughout.
1. Dummit, David S. & Foote, Richard M. Abstract Algebra, Third Edition, Wiley &
Sons, New York, 2003.
21. Fraleigh, John B. A First Course in Abstract Algebra, Seventhixth Edition,
AddisonWesley, Reading, Massachusetts, 20021999.
32. Gallian, Joseph A. Contemporary Abstract Algebra, SixthFourth Edition,
HoughtonMifflin, Boston, 20041998.
Formatted: Font: Times New Roman,

Underline
Formatted: Font: Times New Roman, No
underline
3
4. Herstein, I.N. Abstract Algebra, Third Edition, Wiley & Sons, New York, 1996.
Formatted: Font: Times New Roman,

Underline
53. Hillman, Abraham P. & Gerald L. Alexanderson A First Undergraduate Course

in Abstract Algebra, Fifth Edition, Waveland Press, Prospect Heights,
Illinois, 19992001.
6. Hungerford, Thomas W. Abstract Algebra: An Introduction, Second Edition,
Brooks/Cole, Monterey, California, 1996.
7.4.
John
Formatted: Bullets and Numbering

Formatted: Indent: Left: 0.75"
Nicholson, W. Keith Introduction to Abstract Algebra, ThirdSecond Edition,

8. Pinter, Charles C. A Book of Abstract Algebra, Second Edition, McGraw-Hill,

New York, 2003.
Formatted: Indent: Left: 0.5"
95. Rotman, Joseph J. A First Course in Abstract Algebra, Second Edition,

Prentice-Hall, Upper Saddle River, New Jersey, 2000.
IV. Standards
This course is required for both the B.S. degree in secondary education with a
concentration in mathematics and the B.A. degree in mathematics (liberal arts).
This course addresses Outcomes 1.5.8, 1.5.9, 1.5.11, and 1.5.14 of the NCATE
Standards at the grade 712 secondary education level.
This course addresses Outcomes I.E, I.H, and I.I of the PDE Standards at the grade
712 secondary education level:
I.E. Geometry including:
nature of axiomatic reasoning
graph theory concepts (e.g., cyclic groups, permutations, Cayley digraphs) and
applications
I.I. Abstract algebra including:
structures, properties and examples of groups, rings, and fields
relevance of algebraic properties in the study of number systems.

underline


underline
4
_______________________________________
__________
SYLLABUS
ELEMENTS OF LINEAR ALGEBRA
C. Course Title: Elements of Linear Algebra
F. Overlays: None
G. Restrictions upon Student Registration: This course is open to any student with
the prerequisite of MATH205 (Foundation of Mathematics).
II.
Description of the Course

Systems of linear equations, matrices, determinant function, vector spaces, inner
product spaces, linear transformations, eigenvalues, and eigenvectors are defined
and properties of these structures are developed through proof-theoretic techniques.
Applications to areas such as geometry, economics, physical sciences, social
sciences, etc. are explored.
III.Exposition
A. Objectives
1. Demonstrate an understanding of the fundamental structures of linear algebra.
2. Utilize the properties of the fundamental structures of linear algebra in the
solution of related problems both theoretical and applied.
3. Demonstrate an understanding of the proofs of important theorems related to
the fundamental structures of linear algebra.
4. Construct proofs for assertions about the properties and applications of the
fundamental structures of linear algebra.
5. Demonstrate an understanding of the applications of linear algebra to other
areas of mathematics and to other disciplines.

examinations.
3. Each student will apply concepts and methods in linear algebra in the solution
of both pure and applied problems.
Each student will demonstrate proficiency in using software (such as MATLAB
and Mathematica) that enables concepts and methods in linear algebra to be
applied in the real world context.
C. Major Units and Time Allotted
1. Systems of Linear Equations and Matrices (4.5 weeks)
Gaussian elimination, matrices and matrix algebra, determinant function and
properties of determinants, and Cramers rule.
2. Vector Spaces (4.5 weeks)
Euclidean n-space and general vector spaces, subspaces, row and column
spaces of a matrix, inner product spaces, orthonormal bases and GramSchmidt process.
3. Linear Transformations (2.5 weeks)
General linear transformations, linear transformations from Rn to Rm,
geometry of linear transformations from R2 to R2 , and matrices of linear
transformations.
4. Eigenvalues and Eigenvectors (2.5 weeks)
Eigenvalues and eigenvectors, digonalization, and orthogonal diagonalization.
5. Applications (1 week)
Specific applications are left to the discretion of the instructor.
D. Material and Bibliography
1. Anton, Howard Elementary Linear Algebra, 9th Edition, John-Wiley, New
York, 2004.
2. Bretscher,Otto Linear Algebra with Applications. 3rd Edition, Prentice Hall,
New Jersey, 2004.
3. Kolman, Bernard Introductory Linear Algebra with applications, 7th Edition,

Macmillan, New York, 2001.
.
4. Lay, David Linear Algebra and its Applications, 3rd Edition, AddisonWesley, Boston, 2005.
5. Lipschutz, Seymour Theory and Problems of Linear Algebra, 4th Edition,
Mcgraw-Hill, New York, 2009.
IV. Standards
Evaluations in this course will be based on grades attained on assignments, quizzes,
V.
Rational and Impact

This course is required for the B.S. degree in secondary education mathematics and
B.A. degree in mathematics (liberal arts). This course addresses Outcomes 1.5.9,
1.5.11, and 1.5.13 of the NCATE standards at the grades 7 through 12 secondary
education level.
o
fundamental ideas of measurement and spatial visualization,
o
nature of axiomatic reasoning,
o
transformations, coordinates and vectors,
o
trigonometry from a geometric perspective,
o
o
Euclidean and non-Euclidean geometry
o
matrices,
o
systems of linear equations,
o
vector spaces,
o
linear transformations,
o
determinants,
o
eigenvalues.

VII.Date Approved by University President
9/89
SYLLABUS
PROBABILITY AND STATISTICS
C. Course Title: Probability and Statistics
D. Credit in Terms of Semester Hours: Three
F. Restrictions Upon Student Registration: This course is open to any student with
the prerequisite of MATH243 (Calculus 3).
This course introduces probability theory using axiomatic approach and devel ops
frequently used probability distributions and counting techniques. The properties
and interrelations of these distributions are studied using mathematical ideas of
calculus and set theory. Statistical theory and methods are introduced and topics
such as Estimation, Hypothesis Testing and Simple Linear Regression are studied in
detail.
III. Exposition
A. Objectives/Goals:
1. To understand the mathematical analysis of probability models.
2. To understand how the probability theory plays its role in theory and methods
of statistics.
3. To acquire a fundamental knowledge in statistical analysis.
B. Course Requirements:
Students engage in problem solving and discussions in the classroom.
Students present the theory and/or applied side of a probability distribution of his or her
choice.
Students develop a statistical model to describe/plan/control/summarize a simple real
world situation.
Students demonstrate a working knowledge of a statistical software package such as
MINITAB or SPSS.
1. Probability:
Computational
independence. (2.5 weeks)
techniques,
conditional
probability,
and
2. Discrete Random Variables and Their Probability Distributions: Expected

values, the Binomial, Negative Binomial, Hypergeometric, and Poisson
probability distributions. The Moment Generating Function (3 weeks)
3. Continuous Random Variables and their Probability Distributions:
Cumulative distribution functions, expected values, Normal distribution, the
Gamma distribution and its relatives. The Moment Generating Function (3
weeks)
4. Point and Interval Estimation: Concepts of point estimation and confidence
intervals for means and proportions of populations, confidence intervals for
mean, variance, and standard deviation of a normal distribution. (.5 weeks)
5. Test of Hypotheses Based on a Single Sample: Hypotheses and test
procedures for a population mean and a population proportion, P-values. (2
weeks)
6. Inferences Based on Two Samples: z tests between two means, two -sample t
test, paired data, and two population variances. (2 weeks)
7. Simple Linear Regression and Correlation: Simple linear regression model,
estimation of parameters, inferences about parameters, and correlation. (2
weeks)
1. Sheldon M. Ross, Introduction to Probability and Statistics for Engineers and
Scientists, Wiley, New York, 1987
2. DeGroot,M., Probability and Statistics, (Second Edition), Addison Wesley,
Reading, MA, 1986
3. Draper, N. and Smith, H., Applied Regression Analysis, (2nd ed.), Wiley, New
York, 1981.
4. Johnson, N. and Kotz, S., Distributions in Statistics: Continuous Distributions
1 and 2, Houghton Mifflin, Boston, MA, 1970.
5. Johnson, N. and Kotz, S., Distributions in Statistics: Discrete Distributions,

Houghton Mifflin, Boston, MA, 1969.
6. Strait, P., A First Course in Probability and Statistics with Applications, (2nd
ed.), Harcourt Brace Jovanovich, 1989.
7. Douglas C. Montgomery and George C. Runger, Applied Statistics and
Probability for Engineers, (Third Edition), John Wiley and Sons, Inc. 2003.
8. Michael J. Evans and Jeffrey S. Rosenthal, Probability and Statistics: the
science of uncertainty, W. H. Freeman and Co., 2004.
IV. Standards
Evaluation in this course will be based on grades attained on assignments and
examinations.
This course is required for the B. S. degree in mathematics (secondary education)
and is an elective for the B. A. degree in mathematics (liberal arts). This course
addresses Outcome 1.5.1 of the NCATE standards at the grades 7-12 secondary
education level.
No special equipment, supplies, or additional faculty are required for this course.
There are faculty members who are interested in offering the course.
_______________________________
______________
SYLLABUS
REAL ANALYSIS I
I.
F or matted: F ont: T imes N ew Roman
C. Course Title: Real Analysis I
F. Overlays: None
G. Restrictions Upon Student Registration: Open to any student with the prerequisite of MATH205
(Foundations of Mathematics) and MATH243 (Calculus 3).
This course provides a mathematically rigorous introduction to analysis of a real valued function of a
single real variable. Mathematical logic, Set theory, relevant topological and algebraic properties
together with proof techniques are heavily utilized throughout the course. Convergence, Continuity,
Differentiation, Integration and their interconnections are studied with mathematical integrity.
III. Exposition
A. Objectives:

1. To demonstrate an understanding of the fundamental concepts of introductory real analysis;

namely, limits, continuity, differentiation, integration, and infinite series.
2. To make the transition from computational mathematics to theoretical mathematics.
3. To demonstrate an understanding of the proofs of important theorems related to the
fundamental concepts of real analysis.
4. To construct proofs or counterexamples for assertions about the properties and applications of
the fundamental concepts of real analysis.
Suggested Activities
Students engage in problem solving and classroom discussions.
Students complete, in addition to homework assignments, a series of mini projects assigned by the
instructor.
1. Real Numbers: Properties of real numbers, density, countability, least upper bounds and
greatest lower bounds. (6 hours)
2. Sequences: Convergence, boundedness, subsequences, monotononicity, operations on
sequences, limit superior. (9 hours)
3. Continuity of Functions: Limit of a function, continuity, monotone functions, algebra of
continuous functions, uniform continuity, open sets, closed sets, compact sets. (12 hours)
4. Differentiation: Algebra of derivatives, one-sided derivatives, Rolles theorem, Mean-value
theorem, LHospitals Rule, inverse-function theorem. (6 hours)
5. Integration: The Riemamn integral, the fundamental theorem of integral calculus, algebra of
integrable function, mean value theorems for integrals, Taylors theorem. (6 hours)
6. Infinite Series: Convergence, absolute convergence, tests for convergence, conditional
convergence, power series, Taylor series. (6 hours)
1. Apostol, T. M., Mathematical Analysis, Second Edition, Addison-Wesley, Reading, MA, 1974
2.
Bartle, Robert G. & Sherbert, Donald R. Introduction to Real Analysis, Third Edition, Wiley
& Sons, New York, 2000.
3. Buck, Creighton, R. Advanced Calculus, Third Edition, Waveland Press, Long Grove, Illinois,
1978.
4. Douglas, Steven A. Mathematical Analysis, Addison-Wesley, Reading, MA, 1996.
5.
1. Gaughan, E., Introduction to Analysis, (Fifthourth Edition, ) Brooks/Cole, Pacific Grove, CA, 19973.
6. Gordon, Russell A., Real Analysis: a First Course, Second Edition, Addison Wesley,
Boston, MA, 2002.
7. 2. Goffman, C., Introduction to Real Analysis, Harper & Row, New York, 1966.
3. Goldberg, R., Methods of Real Analysis, Blaisdale, New York, 1964.
4. Hewitt, E., and Stromberg, K., Real and Abstract Analysis, Springer-Verlag, New York,
1965.
F or matted: Indent: Left: 0", F irst line: 0"
5. Hoffman, K., Analysis in Euclidean Space, Prentice-Hall, Englewood Cliffs, NJ, 1975.
6. Olmstead, J., Real Variables, Appleton-Century Crofts, Inc, 1959.
7. Rudin, W., Principles of Mathematical Analysis, (Third Edition), McGraw-Hill, New York,
1990.
8. Schumacher, Carol S. Closer and Closer: Introducing Real Analysis, Jones and Bartlett, Boston,
MA, 2008.
8. Kirkwood, J., An Introduction to Analysis (second Edition), PWS Publishing Company,
Boston, MA, 1989
F or matted: Indent: Left: 0.5", F irst line: 0"

F or matted: Indent: Left: 0.5"
9. Spivak, Michael, Calculus, Fourth Edition, Publish or Perish, Houston, Texas, 2008.
10. Stoll, Manfred, Introduction to Real Analysis, Second Edition, Addison Wesley Mongman,
Boston, MA, 20019.
F or matted: N umbered+ Lev el: 1 + N umberin

S ty le:1, 2, 3, + S tart at: 10 + A lignment:
Left + A lignedat: 0.5" + T ab after: 0.75" +
Indent at: 0.75"
9. Strichartz, Robert S., The Way of Analysis, Revised Edition, Jones and Bartlett, Boston, MA,
2000.Apostol, T. M., Mathematical Analysis, (Second Edition), Addison-Wesley, Reading,
MA, 1974
10.9.
F or matted: B ullets and N umbering
IV. Standards
F or matted: Indent: Left: 0.5"

F or matted: B ullets and N umbering
This course is required for the B. S. degree secondary education in mathematics and is an elective for
the B. A. degree in mathematics (liberal arts).
PDE/NCATE/INTASC Standards - This course addresses Outcome 1.5.9 and 1.5.10 of the NCATE
standards at the grades 7-12 secondary education level.
I.M. Fundamental concepts and methodologies of analysis, including rigorous definitions
and proofs of theorems including:
make and investigate mathematical conjectures,
develop and evaluate mathematical arguments.
________________________________________
_________
1-25-07

Mathematics Department
Secondary Mathematics Methods I
(A) Department Name: Mathematics
(B) Department Catalog Number: MATH 200
(C) Course Title: Secondary Mathematics Methods I
(D) Semester Hours of Credit: Two
(E) Clock Hours Per Week: Two
NOTE: MATH 200 is taught within a block framework of a set of courses including
classroom management and educational media and as such is scheduled within a larger
block of time. This time block is 6 hours per day on Tuesdays and Thursdays with
students on subdivided schedules that vary depending on the activities scheduled.
(F) Overlays: None
(G) Restrictions Upon Student Registration: This course is open to any
secondary mathematics education students with the prerequisites of MATH141,
EDUC101, and PSYC103. Students should also be enrolled in at least MATH142 and
MATH205 during the same semester as this course. Students must also have passed all
Praxis I exams.
A. Catalog description:
Provides the first in a two-course sequence of methods of teaching mathematics in
grades 7-12. This course includes field experiences and practice teaching. The
concentration in this course is on the nature of mathematics, psychology of learning
mathematics, teaching of mathematics, history of mathematics education, national
and state standards, lesson planning, technology, and diversity issues. In addition to
these, as the specific topics arise, this course helps students more deeply understand
the mathematics concepts they will be teaching.
B. Comprehensive description:
(optional)
III: Exposition
A. Objectives:
1. Explain the history and present state of mathematics education.
1-25-07
2. Develop a philosophy of education in general and mathematics education in
particular in order to make critical judgments about the focus and delivery of the
mathematics curriculum.
3. Examine and critique examples of classroom lesson plans, techniques, and
materials that will assist the development of an effective strategy for the future
teaching of mathematics.
4. Explain some of the best current research concerning curriculum, methodology,
and psychology related to the teaching of mathematics.
5. Reflect upon teaching mathematics as recommended by the NCTM Standards
and current research.
6. Determine appropriateness of modern technology for, and use it in, the
mathematics classroom.
7. Become an active participant in the public debate and political process in
determining the role of mathematics in the public schools.
8. Investigate issues surrounding teaching mathematics to diverse and multicultural
audiences.
9. Explain personal teaching assumptions and techniques.
10. Communicate mathematics in a clear and accurate manner compatible to
classroom instruction.
11. Develop lesson plans that contain the recommendations made by NCTM
Standards and current research.
12. Analyze and critique NCTM and PA standards for teaching mathematics.
Each student will:
1. Complete all assignments in a satisfactory manner.
2. Engage in discussions of course content.
3. Write reflection papers on course content.
4. Critique lesson plans.
5. Create standards-based lesson plans.
6. Teach a mathematics lesson.
7. Critique their own teaching by viewing a videotape.
8. Attend the appropriate number of hours of field experience, including an urban
experience provided by the university.
9. Attend all class meetings.
1-25-07
1. Initial perceptions (4 hours): Initial perceptions of mathematics and teaching
mathematics, beginning to think of mathematics as something we have to teach,
and attempts at teaching it.
2. Prior to entering the classroom (6 hours): History, Reform, Learning and
Motivating, Management, Moving from concrete to abstract.
3. NCTM Standards and PA Academic Standards (4 hours)
4. Teaching and Learning in the Classroom (6 hours): Planning, Communication,
and Assessment.
5. Professional Standards and Conceptual Framework (2 hours): NCTM, INTASC,
NCATE, ISTE,LHUP, etc.
6. Microteaching (2 hours)
7. Field Experience (6 hours)
1. Suggested textbooks
Huetinck, L., Munshin, S. (2008). Teaching Mathematics for the 21st
Century: Methods and activities for grades 6-12, third edition.
Pearson.
Brumbaugh, D. (2006). Teaching Secondary Mathematics, second edition.
Erlbaum.
Cangelosi, J. (2003). Teaching Mathematics in Secondary and Middle
School, third edition. Pearson.
2. Other materials
LiveText
3. Bibliographic support
National Council of Teachers of Mathematics (2000). Principles and
Standards for School Mathematics. NCTM. Reston, VA.
National Council of Teachers of Mathematics (1995). Assessment Standards
for School Mathematics. NCTM. Reston, VA.
National Council of Teachers of Mathematics (1991). Professional Standards
for Teaching Mathematics. NCTM. Reston, VA.
National Council of Teachers of Mathematics (1989). Curriculum and
Evaluation Standards for School Mathematics. NCTM. Reston, VA.
National Research Council (1989). Everybody Counts. National Academy
Press. Washington, D.C.
IV. Standards
Evaluation in this course will be based on grades attained on assignments.
1-25-07
V. Rationale and Impact:
A. This course revision is submitted to reflect recent changes made in the structure of the
secondary education programs at the university, most notably the placement of the
methods courses into the specific disciplines and the separation of the two methods
courses into different semesters. This course is designed to specifically aid in satisfying
PDE Standards I.B, I.C, I.N, II.A, II.B, II..C, II.D, II.E, III.A, III.B, and III.C, NCTM
Standards 1, 2, 3, 4, 5, 6, 7, 8, and 16, and INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and
10.
B. This course is designed for secondary mathematics education students at the end of their
traditional sophomore year of study.
C. No other department will be affected by the offering of this course
VI. Cost and Staff Analysis:
A. No special equipment or supplies are required for this course, other than maintaining and
updating what is already in place.
B. One section of this course will be offered during each spring semester.
VII. Date approved by University president:

____________________________________________ ________________
Signature of the President
Date
last revised: 12-1-06

Mathematics Department
Secondary Mathematics Methods II
(A) Department Name: Mathematics
(B) Department Catalog Number: MATH 316
(C) Course Title: Secondary Mathematics Methods II
(D) Semester Hours of Credit: Four
(E) Clock Hours Per Week: Four
NOTE: MATH 316 is taught within a block framework of a set of courses including
educational psychology and educational media and as such is scheduled within a larger block
of time. This time block is 6 hours per day on Tuesdays and Thursdays with students on
subdivided schedules that vary depending on the activities scheduled.
(F) Overlays: None
(G) Restrictions Upon Student Registration: This course is open to
any secondary mathematics education students who have achieved candidacy, are eligible to
student-teach within the next two semesters, and have completed and presented the
developing portfolio. Students must have a 3.000 gpa to enroll.
A. Catalog description:
Provides the second in a two-course sequence of methods of teaching mathematics in
grades 7-12. This course includes field experiences and practice teaching. The
concentration in this course is on instructional strategies for specific content, the problems
of practice, curriculum, unit and lesson planning, assessment, reading and writing strategies
in mathematics, technology, diversity issues, adaptations for special needs, and
professionalism. In addition to these, as the specific topics arise, this course helps students
more deeply understand the mathematics concepts they will be teaching.
B. Comprehensive description:
(optional)
III: Exposition
A. Objectives:
1. Demonstrate a more complete understanding of the concepts from Methods I.

2. Use appropriate technologies and manipulatives to help students develop an
understanding of mathematics concepts.
3. Use various types of assessment techniques in the mathematics classroom.
4. Plan individual lessons and Teacher Work Sample units for learning that contains the
recommendations made by the NCTM and PA Standards and current research.
5. Investigate specific and typically difficult teaching situations associated with particular
mathematical topics and develop the expertise involved in the teaching of all levels of
secondary mathematics classes.
6. Examine and evaluate curriculum with the expectation that differences, strengths, and
weaknesses of traditional and reform secondary level curricula can be identified.
7. Reflect on practice with other professionals.
8. Explain and utilize the NCTM and PA content and process standards.
9. Continue to develop a philosophy of education in general and mathematics education in
particular in order to make critical judgments about the focus and delivery of the
mathematics curriculum.
10. Reflect upon teaching mathematics as recommended by the NCTM Standards and
current research.
11. Become an active participant in the public debate and political process in determining
the role of mathematics in the public schools.
12. Investigate issues surrounding teaching mathematics to diverse and multicultural
audiences.
13. Explain personal teaching assumptions and techniques.
14. Communicate mathematics in a clear and accurate manner compatible to classroom
instruction.
15. Incorporate ideas related to equity in the classroom into lessons.
16. Explain the importance of professionalism and use ongoing professional development to
enhance their teaching.
17. Incorporate strategies for teaching reading and writing into the mathematics classroom.
Each student will:
1. Complete all assignments in a satisfactory manner.
2. Engage in discussions of course content.
3. Write reflection papers on course content.
4. Create standards-based lesson plans, and Teacher Work Sample units.
5. Teach mathematics lessons.

6. Critique their own teaching by viewing a videotape.
7. Develop appropriate assessment materials.
8. Assess curricular materials.
9. Demonstrate proficiency using multiple technologies.
10. Attend the appropriate number of hours of field experience.
11. Attend all class meetings.
1. Learning and Teaching Mathematics: (8 hours): Learning theories and instructional
strategies, strategies for specific content areas.
2. Technology (6 hours): Manipulatives, calculators, and computers.
3. Assessment (6 hours): Student, teacher, school, and curriculum.
4. Curriculum (6 hours): Traditional and reform, evaluating and using.
5. Lesson planning and Teacher Work Sample units (6 hours): Short-term and long-term
planning, effectiveness of teaching, communication, and discipline.
6. Reading and Writing in the Mathematics Classroom (4 hours)
7. Adaptations (6 hours): Special needs and diversity.
8. Professional Standards and Conceptual Framework (2 hours): NCTM, INTASC,
NCATE, ISTE,LHUP, etc.
9. Professionalism and Professional Development (2 hours): PA Code of Conduct,
communicating with parents and community, professional organizations and growth.
10. Microteaching (8 hours)
11. Field Experience (6 hours)
1. Suggested textbooks
Huetinck, L., Munshin, S. (2008). Teaching Mathematics for the 21st
Century: Methods and activities for grades 6-12, second edition.
Pearson.
Brumbaugh, D.. (2006). Teaching Secondary Mathematics, second edition.
Erlbaum.
Cangelosi, J. (2003). Teaching Mathematics in Secondary and Middle
School, third edition. Pearson.
2. Other materials
LiveText
3. Bibliographic support

National Council of Teachers of Mathematics (2000). Principles and
Standards for School Mathematics. NCTM. Reston, VA.
National Council of Teachers of Mathematics (1995). Assessment Standards
for School Mathematics. NCTM. Reston, VA.
National Council of Teachers of Mathematics (1991). Professional Standards
for Teaching Mathematics. NCTM. Reston, VA.
National Council of Teachers of Mathematics (1989). Curriculum and
Evaluation Standards for School Mathematics. NCTM. Reston, VA.
National Research Council (1989). Everybody Counts. National Academy
Press. Washington, D.C.
Price, K., Nelson, K. (2007). Planning Effective Instruction: Diversity
responsive methods and management, third edition. Wadsworth.
IV. Standards
Evaluation in this course will be based on grades attained on assignments.
V. Rationale and Impact:
A. This course revision is submitted to reflect recent changes made in the structure of the
secondary education programs at the university, most notably the placement of the methods
courses into the specific disciplines and the separation of the two methods courses into different
semesters. This course is designed to specifically aid in satisfying PDE Standards I.B, I.C, I.N,
II.A, II.B, II..C, II.D, II.E, III.A, III.B, III.C, and III.D, NCTM Standards 1, 2, 3, 4, 5, 6, 7,
8, and 16, and INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.
B. This course is designed for secondary mathematics education students at the beginning of their
traditional senior year of study, the semester before student-teaching.
C. No other department will be affected by the offering of this course
VI. Cost and Staff Analysis:
A. No special equipment or supplies are required for this course, other than maintaining and
updating what is already in place.
B. One section of this course will be offered during each fall semester.
VII. Date approved by University president:
____________________________________________
Signature of the President
________________
Date

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Draft syllabus last revised: 3/12/09

Lock Haven University of Pennsylvania

II. Description of the Course

Draft syllabus last revised: 3/12/09

C. Major Units and Time Allotted:

D. Materials and Bibliography:

Draft syllabus last revised: 3/12/09

V. Rationale and Impact

I.D. Concepts of calculus including

VI. Cost and Staff Analysis

Draft syllabus last revised: 3/12/09

Lock Haven University of Pennsylvania

II. Description of the Course

Draft syllabus last revised: 3/12/09

C. Major Units and Time Allotted:

D. Materials and Bibliography:

Draft syllabus last revised: 3/12/09

V. Rationale and Impact

I.D. Concepts of calculus including

VI. Cost and Staff Analysis

II. Description of the Course

C. Major Units and Time Allotted:

I.D. Concepts of calculus including

VI. Cost and Staff Analysis

II. Description of the Course

C. Major Units and Time Allotted:

Open statements, quantification, inference, and

2. Mathematical Induction: Well ordering, the principle of mathematical induction, generalized

D. Materials and Bibliography:

3. Fletcher and Patty, Foundations of Higher Mathematics, (Third Edition), PWS-KENT,

This course addresses the following PDE standards:

I.K. Discrete mathematics including:

logic, sets, relations and functions,

make and investigate mathematical conjectures,

VI. Cost and Staff Analysis

Description of the Course

Provides a chronological development of the history of mathematics, interwoven with

Describe biographical sketches of historically important mathematicians and their

Demonstrate an appreciation of the study of mathematics and the ingenious

Describe the evolvement of different areas of mathematics including number theory,

Realize the historical importance and implication of mathematical thought.

Describe the mathematical contributions from underrepresented groups.

B. Activities and Requirements:

Each student will complete all assignments in a satisfactory manner.

Each student will demonstrate satisfactory performance on all quizzes and

Students engage in problem sets and discuss/use historical algebraic techniques

C. Major Units and Time Allotted:

Formatted: List Paragraph, No bullets or

Each student will

Each student will

Each student will

Each student will

Cost and Staff Analysis

Date approved by University President:

Request of General education Overlay

Sections of courses designated WE are recommended by the department each

Course Objectives an Activities

mathematicians and their contributions

Receive writing training through

Several essay passages written by

Revise a portion of his/her writing

Demonstrate writing proficiency,

class and function as a classroom