bsu curriculum forms - bemidji state

Curriculum Proposal

MATH 20-21 #2 Packet Contents

1.1 Summary

Course Modifications

1.2 MATH 3064/5064 Number Concepts for Teachers (4 credits) to MATH 3064/5064 Number Concepts (4 credits)

1.5 MATH 3065/5065 Mathematical Foundations of Algebra for Teachers (4 credits) to MATH 3065/5065 Mathematical Foundations of Algebra (4 credits)

1.8 MATH 3066/5066 Geometry and Technology in the Mathematics Classroom (4 credits) to MATH 3066/5066 Geometry and Technology (4 credits); description change

1.11 MATH 3067/5067 Data Investigations, Probability, and Statistics for Teachers (4 credits) to MATH 3067/5067 Data, Probability, and Statistics (4 credits)

1.14 MATH 6200 Discrete Mathematics for Teachers (3 credits) to MATH 6200 Structures of Discrete Mathematics (3 credits)

1.16 MATH 6350 Abstract Algebra for Secondary Teachers (3 credits) to MATH 6350 Advanced Abstract Algebra (3 credits)

1.19 MATH 6550 Geometry for Secondary Teachers (3 credits) to MATH 6550 Advanced Geometry (3 credits); description change

1.21 Signatures

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BSU Curriculum Forms

Form 1

Curriculum Modification Summary

College: College of Business, Sciences, & Mathematics

Department: Department of Mathematics & Computer Sciences

Proposer: Todd Frauenholtz

Proposer’s position: Professor

Describe the modification(s) you propose, and how it (/they) will work to students'

advantage. (This description and explanation will be included in Curriculum Report

packets forwarded to the Faculty Senate.):

The course titles are being modified to allow our graduate students to use these courses in

their credentials for concurrent enrollment. Currently content courses with the words “for

teachers” in the title do not meet MNSCU credentials for concurrent enrollment. We are

removing those words from our mathematics coursework. The words were originally

included because our graduate programs serve exclusively teachers.

The second change addresses the Professional Education Licensing and Standards

Board’s review of our education program where they cited a lack of practicum

experiences for middle level math endorsement students. To address this a ten hour

practicum requirement has been added to Math 3065.

Modifications proposed (specify number of each):

_7__Course Modification(s) (form 2)

_0__New Course(s) (form 3)

_0__Course Drop(s) (form 4)

_0__Program Modification(s) (form 5)

_0__New Program(s) (form 6)

_0__Program Drop(s) (form 7)

The modifications affect (check):

_____Liberal Education

_X__Undergraduate Curriculum

_X__Graduate Curriculum

_X__Teacher Licensure Program(s)

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Form 2 Updated 9.19.15

Course Modification Form

Current Course Number(s):

Undergraduate: Math 3064

Graduate: Math 5064

Proposed Course Number(s), if different:

Undergraduate:

Graduate:

Current Course Title: Number Concepts for Teachers

Proposed Course Title, if different: Number Concepts

Current Course Description: This course provides a background in number concepts that

are pertinent to school mathematics. Topics include scientific notation, number sense,

properties of integers, prime and composite numbers, divisors, GCDs, LCMs, the number

of divisors, the sum of divisors, the Euclidean Algorithm, famous unsolved problems,

finite mathematical systems, modular arithmetic, introductory graph theory and

applications, permutations, combinations, sorting, congruences, sequences, direct and

indirect proofs, mathematical induction, and traveling salesman problem and algorithms.

Emphasis will be given to problem solving techniques as they relate to number concepts.

Prerequisite MATH 1011 or equivalent or consent of instructor. Might not be offered

every year.

Proposed Course Description, if different:

Current Credits: 4

Proposed Credits, if different:

Current Prerequisite(s):

Undergraduate: Math 1011 or equivalent or consent of instructor.

Graduate: n/a

Proposed Prerequisite(s), if different:

Undergraduate:

Graduate:

1) Reason(s) for change(s): To clarify for the MNSCU system office that this is a

mathematics course relevant to the preparation of concurrent enrollment teachers.

2) May this modified course replace the current course for students remaining in the old

curriculum? Yes __X___ No _____ If not, please drop the current course and submit a

new course form for the modification.

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3) Do these modifications change any of the following? For all Yes answers, please

provide updated information on the next page.

Student Learning Outcomes Yes _____ No __X___

Major Content Areas Yes _____ No __X___

Projected Maximum Class Size (Cap) Yes _____ No __X___

4) Current Course fee(s) per student: $

for:

Proposed Course fee(s) per student, if different: $

for:

5) Service Areas:

This course is a requirement or an elective in the programs/areas listed below. To locate

where this course appears please search the online catalog, as follows:

a) go to http://www.bemidjistate.edu/academics/catalog/ and choose the most recent

catalog(s),

b) click on “Areas of Study, and Course Descriptions,”

c) click on “PDF of Entire Catalog” in upper right,

d) press Ctrl F, and enter the prefix and number of the course(s) from this form.

Non-licensure programs:

Elementary and Middle Level Mathematics Education, M.S.

master

Mathematics Education, M.S. master

Teacher Licensure programs:

Elementary Education B.S. – Mathematics Endorsement

Mathematics Education B.S.

Liberal Education:

The above “service area” programs/departments were notified of this modification on

_May 4, 2020_______ (date) by _email_([email protected])_ (mail, email,

or phone).

Please check one of the items below:

_______ No comments were received from other programs or departments within one

week of the notification.

___X___ Comments were received within one week of the notification, and are attached.

Email received 5-4-2020:

Hi Todd,

http://www.bemidjistate.edu/academics/catalog/

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Thank you for letting us know. We will need to make the update in EPPAS when it comes time to do our PERCAs in the fall. Mandy Amanda Wick Chesley Taskstream Coordinator - Research Analyst Department of Professional Education Bemidji State University, Bensen Hall 324 (218) 755-3747 [email protected] Focus ~ Deliberative ~ Analytical ~ Discipline ~ Achiever

mailto:[email protected]

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Graduate: Math 5065


Undergraduate:

Graduate:

Current Course Title: Mathematical Foundations of Algebra for Teachers

Proposed Course Title, if different: Mathematical Foundations of Algebra

Current Course Description: This course investigates concepts of patterns, relations, and

functions. Prerequisites: MATH 1011 or equivalent or consent of instructor. Might not be

offered every year.


Current Credits: 4



Undergraduate: Math 1011 or equivalent or consent of instructor.

Graduate: n/a


Undergraduate:

Graduate:


mathematics course relevant to the preparation of concurrent enrollment teachers AND to

address the PELSB requirement of a practicum experience for middle level math

students.


curriculum? Yes _X__ No _____ If not, please drop the current course and submit a




Student Learning Outcomes Yes __X___ No ___

Note: These haven’t changed but were never in curriculum so have been

added here:

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(a) recognize, describe, and generalize patterns and build mathematical models to describe situations, solve problems, and make predictions; (b) analyze the interaction within and among quantities and variables to model patterns of change and use appropriate representations, including tables, graphs, matrices, words, algebraic expressions, and equations; (c) represent and solve problem situations that involve variable quantities and be able to use appropriate technology; (d) understand patterns present in number systems and apply these patterns to further investigations.

Major Content Areas Yes __X___ No ____

Note: These haven’t changed but were never in curriculum so have been

added here:

Algebra

Projected Maximum Class Size (Cap) Yes _____ No __X__


for:


for:

5) Service Areas:




catalog(s),





Elementary and Middle Level Mathematics Education, M.S. master





Liberal Education:


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_May 4th, 2020_ (date) by _email_ (mail, email, or phone).






Hi Todd, Thank you for letting us know. We will need to make the update in EPPAS when it comes time to do our PERCAs in the fall. Mandy Amanda Wick Chesley Taskstream Coordinator - Research Analyst Department of Professional Education Bemidji State University, Bensen Hall 324 (218) 755-3747 [email protected] Focus ~ Deliberative ~ Analytical ~ Discipline ~ Achiever


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Graduate: Math 5066


Undergraduate:

Graduate:

Current Course Title: Geometry and Technology in the Mathematics Classroom

Proposed Course Title, if different: Geometry and Technology

Current Course Description: This course examines the concepts of patterns, shape and

space; spatial sense; plane, solid, and coordinate geometry systems; generalizing

geometric principals; limits, derivatives and integrals; and appropriate use of technology

in the classroom. Prerequisites: MATH 1011 or equivalent or consent of instructor;

(Might not be offered every year.)


Undergraduate:

This course examines the concepts of patterns, shape and space; spatial sense; plane,

solid, and coordinate geometry systems; generalizing geometric principals; limits,

derivatives and integrals; and appropriate use of technology for Geometry. Prerequisites:

MATH 1011 or equivalent or consent of instructor; (Might not be offered every year.)

Graduate:

Current Credits: 4



Undergraduate: Math 1011 or equivalent or consent of instructor

Graduate: n/a


Undergraduate:

Graduate:



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for:


for:

5) Service Areas:




catalog(s),






master





Liberal Education:



or phone).






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Hi Todd, Thank you for letting us know. We will need to make the update in EPPAS when it comes time to do our PERCAs in the fall. Mandy Amanda Wick Chesley Taskstream Coordinator - Research Analyst Department of Professional Education Bemidji State University, Bensen Hall 324 (218) 755-3747 [email protected] Focus ~ Deliberative ~ Analytical ~ Discipline ~ Achiever


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Graduate: Math 5067


Undergraduate:

Graduate:

Current Course Title: Data Investigations, Probability, and Statistics for Teachers

Proposed Course Title, if different: Data, Probability, and Statistics

Current Course Description: This course explores data investigations and concepts of

randomness and uncertainty. The collection, display, analysis, and interpretation of data

are studied. Additional topics include randomness, sampling, probability in simple and

compound events, the prediction of outcomes using a variety of techniques, and the

comparison of theoretical and empirical results of experiments. Prerequisite MATH 1011

or equivalent or consent of instructor.


Current Credits: 4



Undergraduate: Math 1011 or equivalent or consent of instructor

Graduate:


Undergraduate:

Graduate:










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for:


for:

5) Service Areas:




catalog(s),






master





Liberal Education:



or phone).






Hi Todd, Thank you for letting us know. We will need to make the update in EPPAS when it comes time to do our PERCAs in the fall. Mandy


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Amanda Wick Chesley Taskstream Coordinator - Research Analyst Department of Professional Education Bemidji State University, Bensen Hall 324 (218) 755-3747 [email protected] Focus ~ Deliberative ~ Analytical ~ Discipline ~ Achiever


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Undergraduate:

Graduate: Math 6200


Undergraduate:

Graduate:

Current Course Title: Discrete Mathematics For Teachers

Proposed Course Title, if different: Structures of Discrete Mathematics

Current Course Description: Topics include problem solving, the counting principle,

combinations, permutations, graphs, Euler circuits, Hamiltonian paths, Pascal’s triangle,

Venn diagrams, scheduling, and voting theory. Students are expected to use the concepts

and methods of discrete mathematics to model and solve problems. Emphasizes

instructional strategies to help all students learn. Prerequisite: MATH 6061.


Current Credits: 3



Undergraduate:

Graduate: MATH 6061


Undergraduate:

Graduate:








Student Learning Outcomes Yes __X___ No ____

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Note: There were no outcomes listed within curriculum so these are being added.

Students will

• Define what discrete mathematics is

• Use problem solving to explore counting principles, combinations, and

permutation

• Explore topics of graph theory including tree graphs (linking counting and

graceful tree conjecture), Euler circuits, Hamiltonian paths

• Investigate topics of voting theory

• Examine questions related to set theory

• Use concepts and methods of discrete mathematics to engage in modeling and

problem solving




for:


for:

5) Service Areas:




catalog(s),






master



Liberal Education:



or phone).


______ No comments were received from other programs or departments within one


______ Comments were received within one week of the notification, and are attached.


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Undergraduate:

Graduate: Math 6350


Undergraduate:

Graduate:

Current Course Title: Abstract Algebra for Secondary Teachers

Proposed Course Title, if different: Advanced Abstract Algebra

Current Course Description: Designed to deepen the algebraic background of students through the study of elementary number theory and modular arithmetic; the development of the rational, real and complex number systems; and an introduction to rings, integral domains and fields. Prerequisites: MATH 5310 or equivalent.


Current Credits: 3



Undergraduate:

Graduate: Math 5310 or equivalent


Undergraduate:

Graduate:




curriculum? Yes _X__ No _____ If not, please drop the current course and submit a




Student Learning Outcomes Yes __X___ No ____

Major Content Areas Yes __X___ No ____

Projected Maximum Class Size (Cap) Yes _____ No __X__

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Note: There were no major content areas or learning outcomes indicated in curriculum so

these would be added:

OUTLINE OF MAJOR CONTENT AREAS

1. Euclidean algorithm, modular arithmetic and congruences

2. Rings, integral domains and fields

3. Number systems

4. Polynomial rings and factorization

5. Field extensions

LEARNING OUTCOMES (General)

1. Students will develop an understanding of the fundamental concepts and methods

of abstract algebra.

2. Students will learn to analyze problems, discern structure and pattern and make

conjectures in algebraic contexts.

3. Students will apply creative and analytic thinking to develop clear and valid

algebraic proofs.

4. Students will communicate mathematical ideas and understanding effectively.

5. Students will develop an appreciation for the beauty and diversity of algebraic

structures.


for:


for:

5) Service Areas:




catalog(s),







Liberal Education:


______ (date) by ______ (mail, email, or phone).



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__X___ No comments were received from other programs or departments within one


_______ Comments were received within one week of the notification, and are attached.

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Undergraduate:

Graduate: Math 6550


Undergraduate:

Graduate:

Current Course Title: Geometry for Secondary Teachers

Proposed Course Title, if different: Advanced Geometry

Current Course Description: Historical development and theorems of Euclidean and non-

Euclidean geometry, properties of polygons and polyhedra, tessellations of the plane,

measurement and strategies for teaching geometry in the secondary classroom.

Proposed Course Description, if different: Historical development and theorems of

Euclidean and non-Euclidean geometry, properties of polygons and polyhedra,

tessellations of the plane, measurement and strategies for teaching geometry.

Current Credits: 3



Undergraduate:

Graduate: None


Undergraduate:

Graduate:








Student Learning Outcomes Yes _X____ No _____

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Note: There were no outcomes listed within curriculum so these are being added.

Students will:

1. Be able to able to reason mathematically regarding shapes, dimension,

orientation, and perspective of geometric figures in the plane and in space.

2. Write and communicate geometric ideas effectively at different levels of

formality: using intuitive, informal exploration and formal proof methods.

3. Display understanding of geometry and measurement from both abstract and

concrete perspectives, and be able to use the tools of geometry to solve abstract

and real world-problems.

4. Analyze and compare systems of geometry, including Euclidean and non-

Euclidean, coordinate, transformational and projective geometry.

5. Examine the foundations and philosophy of teaching geometry from current and

historical and perspectives.




for:


for:

5) Service Areas:




catalog(s),




Non-licensure programs: Mathematics Education, M.S. master


Liberal Education:


________ (date) by __________________ (mail, email, or phone).


__X___ No comments were received from other programs or departments within one


_______ Comments were received within one week of the notification, and are attached.


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Form 8 Updated: 09.18.15

Signatures

__Todd Frauenholtz / Professor / 9.03.2020______________________

Proposer / Title / Date

__ Marty J Wolf / Mathematics and Computer Science / 9.03.2020_________________

Chair or Director / Department or Program / Date

Note: "All departmental recommendations [on curriculum] must be reviewed and

approved by the department's faculty."--IFO/MnSCU Master Agreement

2009-2011, 20.A.3 (p. 80).

At this point, packet goes to Records Office/Curriculum Coordinator to be logged in

to the Curriculum Proposal Progress Grid.

__ Marilyn Yoder / Business, Mathematics and Sciences / 10.21.2020________

Dean / College / Date

Note: If proposal is sent back to the Proposer, please notify the Curriculum

Coordinator. If approved, packet goes to Academic Affairs Office.

bsu curriculum forms - bemidji state

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