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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