Education Math
| Name | Title | Credits | School |
|---|---|---|---|
| EDMA 625 | Mathematics, Science, and Technology I | 3 | College of Arts & Sciences |
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The candidates will examine an integrated approach to the teaching of mathematics, science and technology. Emphasis will be on designing instructional strategies using technology to support problem solving skills, abstract and quantitative reasoning, mathematical modeling and mathematical fluency in students. Collaborative and project based student- centered learning and assessment techniques will be the guiding principles throughout the course. Candidates will create strategies to coach and support teachers in the development of instructional materials to address the needs of diverse learners in the context of reflective practice. Field experiences are required and integrated into the course. Prerequisite Course(s): Prerequisite: Take EDPC 605 and one course in this group: EDIT 603 or EDPC 603 |
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| EDMA 626 | Mathematics, Science and Technology in Education II (Science Focus) | 3 | College of Arts & Sciences |
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Candidates integrate mathematics, science, and technology with inquiry based teaching and learning aligned with national and state standards. Candidates explore issues, resources, technologies and methods to create integrated MST experiences and plan effective lessons for diverse student population. Candidate will investigate appropriate assessment strategies and the application of various technologies and Web resources. Field experiences are required and integrated into the course. Prerequisite Course(s): Prerequisite: EDMA 625 or EDSC 625 |
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| EDMA 627 | Mathematics and Technology in Education I | 3 | College of Arts & Sciences |
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The candidates will examine the role of mathematics and technology in the elementary school and middle school environment. Methods of teaching mathematical content; mathematical reasoning, operations, and modeling/multiple representations will be integrated with inquiry based strategies of instruction. The candidate will learn strategies to address the needs of the diverse learner in the context of reflective practice. The New York State standards and assessments and national standards will be examined and discussed. Constructivist and project based teaching techniques will be guiding concepts though out the course. Prerequisite Course(s): Prerequisite: EDMA 625 |
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| EDMA 628 | Mathematics and Technology in Education II | 3 | College of Arts & Sciences |
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The candidates examine the role of mathematics and technology in the elementary and middle school classroom. Problem solving, measurement, uncertainty , algebra, and geometry will be integrated with inquiry based strategies of instruction. The candidate will examine the content and implications of the New York State standards and assessments in mathematics. Constructivist and project based teaching and assessment techniques will be guiding principles throughout the course. The candidate will learn research based strategies to address the needs of diverse learners in the context of reflective practice. Prerequisite Course(s): Prerequisite: EDMA 627 |
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| EDMA 629 | Mathematics and Technology in Education III | 3 | College of Arts & Sciences |
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The candidates examine the concepts of probability and statistics integrated with inquiry based strategies of instruction in the childhood and middle childhood classroom. The following methods of summarizing the information of large data sets are introduced: histograms and other graphs, averages, standard deviations, and the normal approximation. The correlation coefficient is introduced as a measure of the strength of association between two quantities. Standard T tests, Chisquare tests, and related confidence intervals are introduced with emphasis on the role of the chance model, and the interpretation of results. The integration of technology, the literacy of mathematics, constructivist and project based teaching and assessment techniques will be guiding principles throughout the course. The candidate will learn research based strategies to address the needs of diverse learners in the context of reflective practice. Ten hours of observation are required. Prerequisite Course(s): Prerequisite: EDMA 628 |
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