CIME 500 Mathematics for Elementary Teachers I: Elementary mathematics methods course with emphasis on inductive teaching models for lesson planning and mathematics classroom activities for application of elementary mathematics concepts.
CIME 501 Mathematics for Elementary Teachers II: A comprehensive examination of rational numbers and mathematics classroom activities for real-world application of fractions.
CIME 555 Technical Mathematics for Mathematics Educators: This course starts with more familiar concrete problems and transitions to complex, novel and abstract problems. The emphasis in this course is placed on percent, decimals, ratio and proportion, basic geometry, measurement, and graphing in the context of real-world applications. Mathematical tools such as number sense, pattern making, estimation, working backward and multiple representations of problems are integrated with using the graphing calculator, spreadsheet tools, and online resources.
CIME 650 Algebra for Mathematics Educators: A solid foundation in algebra topics are emphasized throughout this course. The goal of this course is to deliver the content objectives and methods needed by perspective teachers for instruction of students in algebra. Methodologies appropriate for those students who are likely to comprise these classes will be stressed. Algebra topics include structure of algebra; integer arithmetic, linear, quadratic, and exponential equations; solving equations, interpretation of graphs; and pedagogy for introduction of algebra to elementary and middle school students
CIME 658 Geometry for Mathematics Educators: Basic geometry concepts are emphasized through this course. Geometry topics include: geometric shapes, mathematical arguments, coordinate geometry, transformations, symmetry, geometric modeling, area and volume. Also includes the use of geometric software to explore these topics.
CIEC 534 Application Software in the Classroom Curriculum Area: This course offers hands-on experience using applications software (databases, multimedia, spreadsheets, word processing) and explores a range of related
topics for schools, including state/national standards, current trends/issues, Internet/communications technologies, and hardware accessories.
CIME 673 Supervised Field Practicum: The CIME 673 Supervised Field Practicum is a student teaching experience. It is a “mini” student teaching in that it only requires 75 hours. The CIME 673 course is completely online and is set-up like a course with assignments. According to WV Department of Education policy, the practicum must be accomplished in a regular education, inclusive classroom, in any of grades K-6. It can be in the classroom you are teaching in if you already have a classroom. If you do not have a classroom, you will work with the principal of a school and the CIME 673 course Instructor to establish that.
The 75 hours of the practicum are accomplished through the time it takes to prepare course assignments, teach 2 lesson plans, conduct 2 mathematics teacher leader meetings, and the time it takes to perform other activities at the practicum school. See the following lists for the course assignments and possible activities. All of the time it takes to accomplish these are included in the 75 hours. You will keep a time log during the practicum experience.
Course assignments: Preliminary Reflection; 2 lesson plans; 2 videos of your teaching of the lesson plans; 2 reflections from each of the lesson plans after you teach them; 2 teacher leader meetings; Action Research Reflection (pre-/post- test analysis your math students’ data for a concept you teach; Leadership Reflection of 2 teacher leader meetings; Final Reflection; Candidate self-assessment
Examples of activities associated with the practicum classroom: Meetings with mentor teacher to discuss lesson plans; Observation of mentor teacher and other math teachers in the practicum school; Working with math students in the practicum classroom; Participating in school activities such as Math Field day