Learning Technologies and Mathematics Conference

Learning Technologies and Mathematics Conference

Proposed Program for BSc in,“Education Technology/Teacher Training Program in Computer and Mathematics”

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Introduction

The new trend in education is a university guided by a well-established vision that based on precise curricula related to tangible social need. Such Vision rests on four aspects:

Breaking the barrier between the academic society and business society.

Utilizing customization and eclecticism model. Utilizing modernized conventional methods. Utilizing the virtual environment.

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The Problem

Despite the fact that Mathematics and Computer Science are strongly intertwined and each helps a better understanding of the other, the majority of the education programs for primary and intermediate school teachers, in the Gulf region, concentrate on mathematics with a limited knowledge in computer sciences.

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The Aim of this Work

This paper aim at exploring the possibilities of having an educational program that graduate teachers able to teach these two subjects in a uniform fashion. Such teachers is expected to help pupil to be acquainted with IT knowledge and to realize the role of Mathematics in the developing technology.

The paper will also examine the scientific and financial visibility of such program.

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Why Math & Computer program

The program, which will hereafter refer to as “ BSc in Computer & Math”, emerged from the fact that mathematics and computer studies are linked to each other in a way that one can not avoids one of them in the study of the other. Mathematics uses computers as tools to help with algebraic analysis and even theorem proving, while computer scientists make use of a wide range of mathematics from logic and algebra to statistics.

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Hypothesis

It is supposed that the teacher who is acquainted with both Math &Computer studies will help in promoting the learning of both subjects. This will make it possible for such graduate-teachers to guide their pupils in mathematics classes to better understanding of computer sciences and to be able to use the related software and applications.

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Teacher Training Program in Computer and Mathematics

The proposed program is intended to prepare competent teachers of Mathematics and / or computer Science subjects for elementary (grades 1-6) and preparatory (grades 7-9) schools in the Gulf countries, in particular, the U.A.E. and Oman. The main goals and objectives of the program are inherited from the indispensable knowledge, and behavior that have to be possessed by a potentially competent teacher, during this century, according to the international standards.

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Program Mission

The mission is to provide competent teachers for Computer and / or Mathematics for primary and intermediate schools.

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Goals and Objectives

Goals and Objectives of the program are inherited from the indispensable knowledge, and behaviour that have to be possessed by a potentially competent teacher, during this century, according to the international standards. Its tasks are derived from the so called “the comprehensive three-dimensional vision” (Education, Information & Investment)

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Program Objectives

Through course work on campus and experience in the schools, the program is designed to provide students with the background and experience to be a successful teacher of computer and/or mathematics and to help graduate to meat the international standards in this field.

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Main Goals

The goals of the program are to provide students with the following:

1. A solid knowledge of Mathematics and computer Sciences.

2. A rich understanding and recognizing the connections of mathematics and computer science to the real world with the ability to apply them in teaching.

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Main Goals (Con.)

3. A good understanding and experience of general teaching methods, and specific methods to teach Mathematics, and computer Sciences.

4. Developed skills for clear communication and responsible teamwork and to inculcate professional attitudes and ethics, so that students are prepared for the complex modern work environment and for lifelong learning.

5. A self confidence and an ability of decision-making in the classroom.

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Description of the Program

The program will be completed by obtaining 132 credit hours, as follows:

24 credit hours for the university requirements, 42 credit hours faculty requirements (Education), and 66 Credit hours department requirements. The department requirements are 66 credit hours divided in to: 30 in Computer, and 30 in Mathematics, and 6 for general requirements.

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Solid knowledge of Computer & Mathematics

Acquisition of a solid knowledge of Computer, Mathematics, and Pure Science represent 50% of the total requirement of the program and will be covered by 66 credits hours. This block consists of (19) compulsory and (4) elective courses.

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Compulsory courses in Math

Three courses in Calculus representing 9 credit hours. Two courses in Algebra representing 6 credit hours. Three course in Analysis representing 9 credit hours. One course in Discrete Math representing 3 credit

hours. Two courses in Statistics representing 6 credit hours. One course in Operations Research represent 3 credit

hours.

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Compulsory courses in Computer

Two compulsory courses in General Computer Sciences represent 6 credit hours.

Two courses in Digital Logic design and in Operating Systems represent 6 credit hours.

Two courses in Data structure and in DBMS representing 6 credit hours.

Two courses in Programming representing 6 credit hours.

Two courses in Data base representing 6 credit hours.

One course n Multimedia represent 6 credit hours.

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Elective courses in Mathematics

Tow courses are to be chosen from the following

Analytic Geometry Methods of Sampling Number Theory Probability Theory.

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Elective courses in Computer Science

One course is to be chosen from the following three courses:

Artificial Intelligence Selected Topics in Programming

Languages. Data Communication

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General Science

Physics is to be taught for three credit hours and one of the following courses is to be chosen for elective:

Computer and Society. Environment and Society. Electronics.

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The Study Plan

The plan is divided to four levels the first is mainly devoted to the University requirements and the basic knowledge in Math and Computer as follows:

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Study Plan/ First Level

First Semester Second Semester

Course TitleCourse Code

Course TitleCourse Code

Academic Advising0111000Statistic0130130E

Arabic Language0500120Foundation of Education

0511106

IT Fundamentals310100IIslamic culture0500110

General Psychology0500130Mathematics II0541102

MathematicsI0541101Local Society0514140

EnglishI0600101PC Application0581102

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Study Plan/ Second Level

First Semester Second Semester

Course TitleCourse Code

Course TitleCourse Code

Development Psychology

0514209Gen. Teach. Methods0513207

Const .& Dev. of Curriculum .

0512218Educational Psychology

0514212

Linear Algebra0542104Differential Equations0543203

Programming I0580112Vector Analysis0544216

Digital Logic Design0581242ProgrammingII0580211

Optional course in science

/PhysicsI0551205

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Study Plan/ Third Level

First Semester Second Semester

Course TitleCourse Code

Course TitleCourse Code

Methods of teaching/ Computer

0583340Educational Evaluation0513326

Technology of Education0514328Research Methodology0514330

Operations Research 0581323Real Analysis I0544325

Data Structures & Algorithms

0581223Numerical Analysis543430

Optional course/ Comp /Discrete Mathematics0581221

Optional course/ Education

/Optional course/ Math/

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Study Plan/ forth Level

First Semester Second Semester

Course TitleCourse CodeCourse TitleCourse Code

Methods of Teaching in Math

051344 0

Practical Training at

school

0513448

Operating Systems0581451

Complex Analysis0544433

Multimedia0581460

Data Base Management Systems

0586460

Optional course/ Math/

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Pre-Feasibility Study

The program is mainly prepared to provide teachers for Computer and/ Or Mathematics in the Gulf Cooperation Council Countries. The graduates will be equipped to teach both primary (grades 1-6) and the lower secondary (grades 7-9) schools. As it is the first such program in the reign the demand for such teachers is expected to be very high. And in order to have good idea about the demand we shall study two main possible markets for such graduates: the United Arab Emirates and the Sultanate of Oman.

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Demand for Math& Comp. Teachers/ Oman

The statistics published by the ministry of Education in the Sultanate of Oman indicate that there were more than 11181 schools in the year 2004, with an average annual growth rate of 4.8%. This implies that the expected number of schools in 2006-2007 will be 1181. And the number of sections is expected to be 22921.

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The Demand in Oman

This implies that these schools need more than 3000 teacher for computer science and similar number for teaching Mathematics. And this need is growing annually by a number of 250. This very simple fact shows that, even if there were sufficient number of math teachers in the Omani schools in 2004, there is a demand of 3000 teachers for teaching computer sciences by this year and that there is a growing yearly demand of 250 teachers.

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Demand for Math& Comp. Teachers/ UAE

There were 1207 schools in the year 2004. And taking the yearly growth rate of the number of schools in UAE it is found that the expected number in the year 2006-2007 will be 1300 schools. And that the number of sections will be 28733.

Considering that each seven sections will need one teacher of computer and one of Math then we find that the expected demand for the computer teachers will be 4000 and same number for Math. These numbers will be increased yearly by 300 teachers for both Computer & Math.

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Cost of Running the Program

It is found that the cost of running the program is limited since it makes use of the staff, lecture theatres, labs, and assistants that are used by the existing Departments (Mainly Math which accommodate this program). And although direct incomes is considered, the program is profitable and is feasible.

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References

Fahady, K; “Pre-feasibility study for the Gulf Cooperation University College”, 2005, GCUC Institutional papers, Ajman, UAE.

Fahady, K. & others; “ Research Methodology”, 1996, Dar Alkutib, Mosul, Iraq.

Ministry of Education,” Statistical yearbook”, 2005, the Sultanate of Oman.

Ministry of planning, “Statistical Yearbook”, 2005, UAE.

http://www.unimelb.edu.au/HB/areas/SCOMSCI.html cited on 24th Dec 2006.