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Graduate Curriculum Committee Course Proposal Form
For Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1. Course prefix and number:
MATE 6130
2. Date:
12/18/2009
3. Requested action:
New Course
X
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
to
#
#
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
Expected
Future Delivery
Method(s):
On-campus (face to face)
Distance Course (face to face off campus)
X
Online (delivery of 50% or more of the instruction is offered online)
X
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course
or course revision or course renumbering:
Hiring high school teachers of mathematics is the most difficult hiring task for North
Carolina school districts. To meet the request of the General Administration of the UNC
system (asking ECU to double the production of teachers of mathematics), the
mathematics education area proposes a new program of preparation, of which this course
is a part. To meet this demand for more teachers, the mathematics education area is
turning to an alternative program to augment the existing undergraduate licensure
program. MATE 6130 will be one of five core courses in this alternative licensure
program for high school mathematics. The content of this course will provide a
foundation for the high school teaching of statistics and probability.
6. Course description exactly as it should appear in the next catalog:
6130. Statistics and Probability for Teachers (3) RP/C: MATE 6110. Develops the
specialized mathematical knowledge necessary to support the successful teaching and
learning of probability and statistics.
7. If this is a course revision, briefly describe the requested change:
Revised 09-16-09
MATE 6130—page 1
188
8. Graduate catalog page number from current (.pdf) graduate catalog:
9. Course credit:
Lecture Hours
3
Weekly
OR
Lab
Weekly
Studio
42
3
Per Term
Credit Hours
s.h.
OR
Per Term
Credit Hours
s.h.
Weekly
OR
Per Term
Credit Hours
s.h.
Practicum
Weekly
OR
Per Term
Credit Hours
s.h.
Internship
Weekly
OR
Per Term
Credit Hours
s.h.
Other (e.g., independent study) Please explain.
3
Total Credit Hours
10. Anticipated annual student enrollment:
20
11. Affected degrees or academic programs:
Degree(s)/Program(s)
Current Catalog Page
MAT
s.h.
163-164
Changes in Degree Hours
None
12. Overlapping or duplication with affected units or programs:
Not applicable
X
Notification & response from affected units is attached
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
Not applicable
X
Applicable and CTE has given their approval.
14. Service-Learning Advisory Committee (SLAC) approval
Not applicable
X
Applicable and SLAC has given their approval.
15. Statements of support:
a. Staff
Current staff is adequate
Additional staff is needed (describe needs in the box below):
The existing faculty has the requisite expertise necessary for successfully
offering this course. The letters of support from the Dean of the College of
X Education and Chair of the Department of Mathematics, Science, and
Instructional Technology Education address their willingness to adjust staffing
including the hire of lecturers when necessary to enable the graduate faculty to
cover the offering of an MAT in Mathematics.
b. Facilities
X Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
Revised 09-16-09
MATE 6130—page 2
c. Library
X Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
X Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
e. ITCS resources
X ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country
Mathematical Proficiency in Statistics and Probability
The following modules from Lynne Alper, Dan Fendel, Sherry Fraser, and Diane
Resek Interactive Mathematics Program, 2nd Edition., Key Curriculum Press, 2009.
 The Game of Pig—Probability and Expected Value
 The Pit and the Pendulum—Standard Deviation & Curve Fitting
 Is There Really a Difference?—The Chi-Square Test and the Null Hypothesis
 Pennant Fever
 The Pollster’s Dilemma
Mathematical Proficiency in Teaching Statistics and Probability
Selected chapters in:
1. National Council of Teachers of Mathematics. (2000). Principles and standards for
school mathematics. Reston, VA: Author.
2. National Council of Teachers of Mathematics (2009) Focus in high school
mathematics: Reasoning and sense making. Reston, VA: Author
3. Kilpatrick, J., Martin, W. G., & Schifter, D. (2003). A research companion to
Principles and Standards for School Mathematics. Reston, VA: National Council of
Teachers of Mathematics.
4. Wilson, P. S. (Ed.). (1993). Research ideas for the classroom: High school
mathematics. New York: Macmillan.
Revised 09-16-09
MATE 6130—page 3
b. Course objectives for the course (student – centered, behavioral focus)
As a result of this course, students will:
1. formulate questions related to high school students’ interest for which data
collection and analysis will provide answers
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
identify errors in experimental design and observational studies developed by
high school students
construct assessment items for high school students’ conceptions of probability
and statistics based on the research literature
provide examples of quantitative data sets for which measures of center are
different or the same
provide examples of different quantitative data sets that have the same measure of
spread
demonstrate the use of a graphing calculator for the display of scatterplots and
box plots
develop procedures for calculating standard deviation, correlation coefficient, and
the regression equation using definitions
calculate the correlation coefficient, the regression equation, and the medianmedian line of best fit for a set of bivariate linear data
using technology, select appropriate algebraic models for non-linear bivariate data
provide examples of bivariate data for which the correlation coefficient is an
inappropriate measure
create examples by which high school students can generalize the probability of
the occurrence of two events
construct examples of probability questions appropriate for high school teaching
design simulations to answer questions about the chance of an event
develop an instructional sequence for teaching the generalization of the binomial
formula for probability
present a historical development of probability theory including Blaise Pascal’s
study of the Pascal Triangle
explain the Central Limit Theorem
demonstrate the use of a graphing calculator to determine regression equations,
confidence intervals, and tests of significance
use a spreadsheet [Excel] to analyze data
construct confidence intervals for means and proportions
c. Course topic outline
Development of Mathematical Proficiency in the Teaching of Statistics and
Probability:
In the traditional high school curriculum structure, probability and statistics concepts
are important components of beginning algebra, geometry, advanced algebra, precalculus, and courses that are designed for students not in the mathematics and science
program. In the integrated high school curriculum, probability and statistics are major
components that reflect the increasing role of statistics and probability in modern
Revised 09-16-09
MATE 6130—page 4
society. The selected modules will provide an opportunity for students in the course to
strengthen their knowledge of the content as well as to examine student thinking and
problem solving approach to instruction.
The course will be structured by the selected integrated statistics modules. Using the
modules enables the review and development of probability and statistics concepts in a
way that is connected to high school instruction. At times, direct instruction will
address underlying concepts. At the completion of each module, the class will reflect
on the class’s learning, the method of instruction, and the research literature about
common misconceptions. The following topics will be investigated in a way that will
enable prospective high school mathematics teachers to deepen their understanding of
the topics and acquire the pedagogical content knowledge needed to teach statistics and
probability effectively. Pedagogical considerations for each topic include the
identification and analysis of student misconceptions and errors. Approaches for
teaching the topics will be investigated through four themes: Building on the teaching
and learning of Data Analysis in the K-8 classroom; Investigating using Technology;
connecting to other mathematical strands; and Real World Applications.
Experimental Design & Observational Studies
Measures of Center & Spread, Boxplots, Histograms, & Scatterplots
Normal Distribution
Correlation, Linear Regression, & Curve Fitting
Probability, Expected Value, Standard Error
Confidence Intervals
Chi-square Distribution
d. List of course assignments, weighting of each assignment, and grading/evaluation system
for determining a grade
Products and Percent Weight
Most of the learning objectives can be assessed by paper-pencil tests.
However, the efficient and efficient use of technology may be more accurately
assessed by a performance assessment. It is also important that teachers in
preparation develop instructional materials that provide evidence of their ability
to synthesize, evaluate, and create for high school students. Quizzes and
assignments are important tools for formative assessment.
I.
Quizzes
10%
Objectives 5, 7, 8, 19
II. Assignments
10%
Objectives 2, 10, 15, 16
III. Tests
40%
Objectives 5, 7, 8, 19
IV. Technology Performance Assessment 10%
Objectives 6, 9, 17, 18
V. Instructional Material Development 10%
Objectives 1. 3, 11, 12, 13, 14,
VI. Comprehensive Exam
20%
Objectives 1-20.
Evaluation
90%-100%
A
80%-89%
B
70%-79%
C
Revised 09-16-09
MATE 6130—page 5
0%-69%
Revised 09-16-09
F
MATE 6130—page 6