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 HERE to send an e-mail to everyone in the class and the instructor. To send an e-mail to individuals, use the addresses given above.
Resources
The Common Core Standards of Mathematical Practice are at the beginning of this document.
Inversion
Challenge 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 Parabolas and Parabola 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 LawlessGeometry of Inversion
Excursion Through Inversion
by Lexi Stear, Mimi Tsui, and Kendyl WadeTaxicab Geometry
An Exploration of Taxicab Geometry
by Elesha Coons, Sarah Majors, and Sydney Roberts
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