## Main Courses

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**EDU 402 School Experience**

The subjects of some observations and practices; examining a student in different ways like asking questions, instructions and explanations, administration of lecture and the control of class; evaluating the studies of student; planning the lecture, benefiting team the lecture books; group studies; class organization; preparing and using the studying sheets; the activities of micro teaching in class.

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**MATH 412 History of Mathematics**

The development and the operations of arithmetic dating from the 5000s B. C. , the studies made on mathematics in the subjects, Mathematics borning from daily needs, Ancient Egypt and Babel Mathematics, Old Greek mathematics; Thales, Pythagoras, Hippocrates and Eudoxous, Euclid, Archimedes and Eratosthenes, Apollonius Ptolemy, Heron and Diaphanous, Islamic world mathematicians; Harizmi and Banu Musa, Abu Kamil, Abul Vefa, Al-Karkhi, Omer Hayyam, el Biruni, Uluğ Bey, Kadızade, Ali Kuşçu, student presentations.

**MATH 416 Research Project in Mathematics**

In this course, the student will develop a project based on one of the core areas (Algebra, Geometry, Analysis, or Probability and Statistics) appropriate for use in teaching.

**Technical Elective Courses**

**EDU 321 Methods and Strategies of Teaching**

This course presents the basic instructional principles and methods in education. It focuses on the principles of learning and teaching, the significance and necessity of being planned and organized in learning. To this end, this course will cover the basic principles of course design (e.g. yearly plans, lesson plans, and etc.) as well as basic methods and techniques in learning and teaching. In this course students will discover the ways to apply their relevant theoretical knowledge while learning how to utilize their teaching materials effectively. Students will also become conscious of teacher responsibilities and develop strategies to enhance quality in education.

**EDU 202 ****Educational Psychology**

This course is designed to provide information about how normal children develop and learn, as well as about the teaching process. Our knowledge about how children think, feel, and grow is far from complete, but what we do know can help teachers individualize teaching to meet children’s needs. Familiarity with the strengths and weaknesses of different classroom practices will enable student teachers to make better classroom choices. It will be studied that the scientific knowledge base of child development and educational psychology, and explore the implications for classroom practice.

**EDU 406 Education and Culture**

This course is concerned with the educational needs of culturally and linguistically diverse students in Iraqian schools. The course will examine how cultural assumptions and biases affect teaching, and the role of multicultural education, anti-racism and cultural diversity policies at state and national levels. The needs of students from cultural backgrounds commonly encountered in mainstream classrooms such as Indigenous students, students from linguistically, culturally and religiously diverse backgrounds, students with special learning needs will be clarified, and teaching resources and inclusive strategies will be evaluated and developed.

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**MATH 421 Graph Theory**

Basic definitions, trees, Cayley’s formula, connectedness, Eulerian and Hamiltonian graphs, matchings, edge and vertex coloring, chromatic numbers, planar graphs, directed graphs, networks.

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**MATH 321 Computational Mathematics**

Computing is an essential part of modern mathematics. Many scientific endeavors require knowledge of sophisticated mathematical tools, which are computational in nature. This one-credit hour course is a hands-on introduction to computations as a problem solving tool in mathematics, using primarily the MATLAB platform. The labs will cover arrays and mathematical operations with arrays, representation of mathematical equations and functions using arrays, visualization of data and functions. MATLAB programming, including general program organization, m-files, built-in mathematical functions as well as user-defined functions, and symbolic math computations will be thoroughly discussed. Applications such as solving equations in one and several variables, finding min/max of a function, numerical integration will be highlighted. A more detailed list of topics is included in the course outline below.

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**MATH 322 Set Theory**

Indexed family sets, Relations and Functions, finite and infinite sets, Cardinal numbers, The Schroder-Bernstein theorem, The Axiom al choice and some of its equivalent forms.

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**MATH 424 Mathematical Statistics**

Probability theory, Bays theory, Multiple correlation, Multiple regression, T-test, -test (independence test), F-test, Quality control.

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**MATH 426 Numerical Analysis**

Solutions of nonlinear equations, Newton’s method, fixed points and functional iterations, LU factorization, pivoting, norms, analysis of errors, orthogonal factorization and least square problems, polynomial interpolation, spline interpolation, numerical differentiation, Richardson extrapolation, numerical integration, Gaussian quadratures, error analysis.

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**MATH 428 Differential Geometry**

Review of the geometry of curves, Regular surfaces, First fundamental form, Orientation, Second fundamental form and the Gauss map, Vector fields, Minimal surfaces, Isometries, Gauss Theorem and equations of compatibility, Parallel transport, Geodesics and Gauss Bonet, The Exponential map, Some concepts from Global differential Geometry.

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**MATH 323 Number Theory**

Factorization in Z, Diophantine equations, Congruence, Linear congruence, Fermat’s ,Euler’s and Wilson’s theorems, Euler’s function, The divisors of an integer, Perfect numbers, Quadratic congruencies, Pythagorean triplets, The case n=4 of Fermat’s Last theorem, sum of 2 and of 4 squares Pell’s theorem.

**MATH 430 Coding theory**

Basic definitions, syndrome decoding, BCH and cyclic codes, quadratic residue codes, weight distributions, relation to design theory.

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**MATH 431 Calculus of Variations**

First variation of a functional, necessary conditions for an extreme of a functional, Euler’s equation, fixed and moving endpoint problems, isoperimetric problems, problems with constraints, Legendre transformation, Noether’s theorem, Jacobi’s theorem, second variation of a functional, weak and strong extreme, sufficient conditions for an extreme, direct methods in calculus of variations, principle of least action, conservation laws, Hamilton-Jacobi equation

**MATH 324 Misconceptions**

Concept, misconception, secondary school mathematics.

**MATH 218 Discrete Mathematics**

The mathematical elements of computer science including propositional logic, predicate logic, sets, functions and relations, combinatorics, mathematical induction, recursion, algorithms, matrices, graphs, trees, and Boolean logic, To recognize and express the mathematical ideas graphically, numerically, symbolically, and in writing.

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**MATH 401 Real Analysis I**

Topology of real numbers; sequences, cluster points, continuity, theory of Differentiation and integration; elements of measure theory; infinite series.

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**MATH 402 Real Analysis II**

Uniform continuity, Sequences and series of functions, Convergence and uniform convergence, Cauchy criterion, Weierstrass M-test, Dirichlet and Abel test, Infinite series, Arzelà-Ascoli theorem, Stone-Weierstrass theorem, Fourier series, inverse and implicit function theorems, Differentiation in , Chain rule and Mean value theorem.

**EDU 413 Educational Administration**

This course allows students to understand the basic concepts of educational administration. Students will study and discuss Macau educational acts and decrees. They will also learn the basic theories related to educational administration, such as theories with regard to motivation, leadership, communication and organizational decision-making. Attempts will be made to make this course related to the educational reality in Macau.

**EDU 301 Principle and Methods of Instruction**

This course presents the basic instructional principles and methods in education. It focuses on the principles of learning and teaching, the significance and necessity of being planned and organized in learning. To this end, this course will cover the basic principles of course design (e.g. yearly plans, lesson plans, and etc.) as well as basic methods and techniques in learning and teaching. In this course students will discover the ways to apply their relevant theoretical knowledge while learning how to utilize their teaching materials effectively. Students will also become conscious of teacher responsibilities and develop strategies to enhance quality in education.

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**EDU 413 Education and social Development**

** **A central focus of the course is policy analysis. We will be examining various bodies of evidence regarding the relationship beween education and different aspects of social development, but always with a view to what that evidence tells us about how one might alter educational policy (and practice) in particular places so as to contribute more effectively to social development.

Another core assumption of the course is that one cannot really understand the contemporary educational policy and practice issues and challenges we will be considering without some knowledge of their history. As I wrote in an essay we will be reading later in the course: “although I was not formally trained as an historian, I soon found that if I was to do my work well I had to become one. The contemporary educational problems with which I was dealing in various parts of the world simply could not be understood without a solid knowledge of their history.” This is true not only of developments within any particular nation/society, but of the comparative evidence and debates about it, which have been developing over many years. Thus the readings (and films) you will 2 encounter in this course range from very contemporary (“fresh off the press” or in “pre-publication form”) to very “old” (“classics” of various types). As you may note some of these “classics” still seem very “fresh” in this early stage of a new millennium. This range will hopefully help us to get a better sense of that history and its influence and importance to understanding the “present.”

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**MATH 370 Writing Mathematics**

This course satisfies the Junior Year Writing requirement. Students will develop skills in writing, oral presentation, and team work. The first unit will focus on professional development. Students will learn about career and graduate school opportunities, practice interview skills, and create a resume and cover letter and a graduate school statement of purpose. In the second unit students will engage with the challenge of writing and speaking about mathematics and statistics to different audiences. The third unit will focus on research in mathematics and statistics and will culminate in an expository group paper on a research topic.

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**MATH 391 Introduction to K-12 Mathematics Teaching**

This 3-credit course will have two components. The first will be a weekly hour-long seminar where students will be introduced to and discuss fundamentals of teaching secondary math – common core, curriculum, assessment, and resources. The second credit hour will be earned through supporting basic math. This will involve coming to all classes, working with small groups, leading a whole-class discussion, and teaching a mini-lesson.

Non-Technical Electives

**GEN 201 Ecology******

**GEN 202 Music******

**GEN 203 Art******

**GEN 204 Football******

**GEN 205 History of Art******

**GEN 206 Basketball******

**GEN 208 Volleyball******

**IT 251 Introduction to Web design******

**CE 221 Computer Application I******

**CE 222 Computer Application II******

**CE 226 Computer Prgramming******

**TUR 121 Turkish I******

**TUR 122 Turkish II******

**TUR 221 Turkish III******

**TUR 222 Turkish IV******

**BUS 221 Marketing******

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**EDU 322 Project Based Learnin**

Project-based learning (PBL) answers the question “What do we want to know”? This course will show you the step-by-step process for laying the groundwork for implementing PBL in your classroom. You will learn how to promote student engagement through the use of PBL and will get to see PBL in action. You will also have the opportunity to see how teachers have successfully reached beyond the classroom to add to the PBL experience.

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** ********Explanation: ****Except Math course descriptions can be found in their respective departments(Example: ELT 133 Grammar from ELT department)**

The following course numbers for which students may register have been set up for common use by major programs, with University Senate approval, to encourage innovation and provide flexibility in designing programs, but in no case may a course be scheduled for 0 credits. Multiple offerings may be accommodated by the use of suffixes A, B, etc.