Department of Mathematics Education

EMAT 4000/6000. J.Wilson, Instructor

## On-Line Course Evaluation.

Available from June 4 to June 15. Please complete the course evaluation. If you feel a question is not applicable to our course, leave in blank. The open-ended questions at the end are most important.

EMAT 6000. Special Problems in Mathematics Education.1-6 hours. (Max. 9 hours.)Catalog Description:

In-depth exploration of special topics in mathematics education of interest to individual students or groups.

The Syllabus for the Maymester 2014 session of EMAT 4000/2014 will be posted here shortly. A "Course Section" and meeting time (9:00 - 11:30 Daily) have been created. The NEED here is that students must have a course satisfying the Teaching Field (mathematics content) requirements of our degree programs.

Normally EMAT 4000/6000 is available every semester as an Directed Study and can serve a variety of needs. Directed Study involves making a plan with a faculty member who can agree to supervise such work. If you have made such alternative arrangements with another faculty member please register with this number and notify the instructor (J. Wilson).

The specifics of the syllabus of this class which will meet from May 13 to to June 2 (with Final Examination and/or Course Projects due on June 3) will focus on the study of some mathematics topics. Allowing for individual interests will be accomplished with the use of course projects. Recognize that the mathematics background in the class ranges from middle school teachers to secondary school teachers to collegiate teachers. Frequent individual presentations will be expected so that we all benefit from the variety of Course Projects.

Note that the emphasis in this session is the mathematics content rather than mathematics curriculum materials or mathematics instruction.

Attendance is mandatory. Illness, of course, is excused but you will be responsible for any make-up of sessions missed and the expected format of the course may make that difficult.

Anyone who would like to do this course totally as a Directed Study should contact the instructor (J. Wilson)

## Class Members

Elesha Coons elesha@uga.edu

Robert Hudgins hudginsr@uga.edu

Zachery Kroll zkroll8@uga.edu

Russell Lawless rlawless@uga.edu

Sarah Major sdmajor@uga.edu

Sydney Roberts sydrob@uga.edu

Alexandria Stear lstear27@uga.edu

Mimi Tsui mtsu11@uga.edu

Kendyl Wade kwade731@uga.eduClick

HEREto send an e-mail to everyone in the class and the instructor. To send an e-mail to individuals, use the addresses given above.

ResourcesThe

Common Core Standards of Mathematical Practiceare at the beginning of this document.

InversionChallenge for Inversion Geometry -- click

HERE

Inversion Image. What was the original figure? What was the circle of inversion?

Libeskind & Koazi Inversion Reference, Chapters 0, 1, and 2.Taxicab

Conics

Conic Sections 3D images for deriving 2D definitions from 3D definitions.

Shaping up Parabolas.Other parabola pieces by the same author:Shifting ParabolasandParabola Matters

Construction of a Parabola, description and demonstration with a GSP file.

Construction of an Ellipse or Hyperbola, description and demonstration with a GSP file.Topics to be explored.

Eccentricity

General Quadratic:

Polar Equations

Alternative constructions with GSP

## PROBLEMS:

1. Given a triangle with its circumcircle. Construct a circle tangent to two sides of the triangle and tangent to the circumcircle. GSP file.

One possible construction is shown at the right. There may be as many as six possible constructions.

## REPORTS:

## Conics

Conic Sections: A Rejuvenated Exploration of Conic Sections

by Robert Hudgins, Zack Kroll, and Russell Lawless## Geometry of Inversion

Excursion Through Inversion

by Lexi Stear, Mimi Tsui, and Kendyl Wade## Taxicab Geometry

An Exploration of Taxicab Geometry

by Elesha Coons, Sarah Majors, and Sydney Roberts

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