MTHC - Mathematics for Educators
2014-2015 GRADUATE STUDIES CATALOG
Effective 1 June 2014 through 31 May 2015
Please see the Graduate Catalog Archives for PDF versions of past catalogs.
Students examine the basic concepts of number theory with an emphasis on modular systems and their application to a variety of empirical problems.
This course examines a variety of materials useful in developing reasoning skills. Included are attribute block puzzles, Lewis Carroll puzzles, logic puzzles, and a variety of games which require deductive reasoning.
This course investigates a variety of mathematical systems and functions.
This course focuses on geometry for grades 5-8. May be repeated for credit if content varies.
This course covers areas of mathematics and/or mathematics education of particular interest to middle school teachers. Content varies according to the interests of faculty and students. May be repeated for credit if content varies.
Part of this course covers topics from probability and statistics with applications to gambling and game theory. The other part covers graphs, trees, and finite state automata.
This course provides middle school teachers with a deeper understanding of the real number system. Topics covered include arithmetic algorithms in negative and whole number bases; rational and irrational numbers; arithmetic and geometric progressions; number properties; mental arithmetic; factorization and divisibility of integers and of Gaussian integers; and number puzzles and games.
Students with special interests or needs that are not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the independent study and the criteria for evaluation. In no case may an independent study be set up when an existing course already covers the subject. May be repeated for credit if content varies.
Webster offers various graduate in-service courses that are not part of the existing MAT curricula but provide experiences important to the academic and professional development of educators. Consult the semester course listings for specific topics. May be repeated for credit if content varies. This course does not apply toward an M.A. in Mathematics for Educators.
This course covers mathematical structures pertinent to an understanding of computers, including graphs, Boolean algebra, and finite state machines.
Basic concepts pertaining to vectors in the plane are developed. Proofs of theorems of plane geometry, using a synthetic approach, an analytic approach, and a vector approach are compared. The class introduces vector spaces.
Students examine and extend topics in secondary school algebra. Techniques and materials for teaching algebra are also discussed.
The course reviews the basic concepts of differential and integral calculus, with special focus on central ideas,theory, and applications. Computers and/or graphing calculators are used to help investigate ideas. Students enrolling in this course are assumed to have completed the undergraduate calculus sequence with grades of B or higher.
This course is based on selected readings that examine the history and philosophy of mathematics. An important goal is to provide students with a perspective on the relationship between mathematics and culture as well as an insight into how and why mathematical ideas have evolved. May be repeated for credit if content varies.
This course deals with areas of geometry relevant to high school teachers. Content varies according to the interests of the faculty and students. May be repeated for credit if content varies.
Typically this course introduces areas of mathematics not covered in other courses. Content depends upon the interests of the faculty and students. May be repeated for credit if content varies.
Participants study probability on finite sample spaces along with applications to gambling and game theory.
The content of this course will include an analysis of curricular materials, teaching methods, and/or issues in mathematics education. May be repeated for credit if content varies.
This course includes propositional and predicate logic, with the objective of increasing students’ understanding of what constitutes valid reasoning, as well as increasing their ability to express formal mathematical arguments.
Students examine the algebra of various mathematical structures with the goal of gaining a broader and more sophisticated understanding of ordinary algebra. Relevant theory is developed.
Concepts and techniques of linear algebra are developed.
This course covers the basic concepts (including applications) of the binomial and normal distributions, the chi-square test, analysis of variance, and nonparametric statistics. Emphasis is placed on educational applications as well as the abuses and misuses of statistical ideas. Computers and/or graphing calculators are used to investigate ideas.
In-service courses are designed to provide teachers with practical applications of contemporary research and methodology to improve classroom effectiveness. . May be repeated for credit if content differs. This course does not apply toward an M.A. degree in Mathematics for Educators.
The course covers the algebraic and topological properties of the real number system and several of its subfields and subrings.
This course covers selected topics in number theory, such as modular systems, quadratic reciprocity, number-theoretic functions, Pythagorean Triples, and perfect numbers. Specific topics to be determined by instructor. Relevant theory will be developed.
The primary objective of this course is to help students develop reasoning strategies that are powerful tools in solving problems. A secondary objective is to help students become more skillful at teaching problem-solving strategies.
Courses in this category are offered on an irregular basis. May be repeated for credit if content varies.
All math students are required to register for this zero-credit hour course during their penultimate semester. Students write an essay describing how they have changed as a result of their participation in the math program. For specific guidelines see the math coordinator. This course is graded on a credit/no credit basis only.