Math 311 focuses on advanced methods and strategies for assessing mathematical understanding and proficiency beyond traditional testing. Emphasis is placed on formative and summative assessments, performance-based assessments, portfolios, peer assessments, and the use of technology in assessment. This course is designed for future educators, curriculum designers, and educational researchers interested in innovative assessment practices.

The course deals with the basic concepts associated with linear programming (LP), solving linear programming problems using graphical method, simplex algorithm manually and interior point algorithm with the use of LP softwares such as Sixpap, GIPALS, among others with discussions on Sensitivity Analysis, special methods in solving transportation problems using Northwest Corner Rule, Minimum Cost Method, Penalty Cost (Vogel’s Approximation), Stepping Stone Method and MODI or U.V. Method and Assignment Problem using Hungarian Method. 

This course provides students with the theoretical background and practical application of various trends and research in mathematics education. The course also provides an overview of the research process and development and for critiquing and designing research on various issues.  Quantitative and qualitative methods will be covered in this course, engaging in a wide range of methods throughout the term and enabling students to design a research proposal addressing specific and testable questions.  Students will be given the opportunity to review, analyze, discuss, and apply various current trends and researches from diverse perspectives in math education, including professional scholarship and practitioner inquiry. Other areas  will      also  be  integrated  into  students’     learning     opportunities      tthrough   s     e     m    i     n     a      r           o     n   current trends and teaching experiences in the field of math education to help students take advantage of the analytical and problem-solving skills that comprise critical issues.

Basically, this course aims to enhance the learning community among doctoral students and faculty affiliated with the Mathematics  Education PhD Program. Second, the seminar will provide an opportunity for all students and faculty affiliated with the program to engage in meaningful, scholarly dialogue and collaboration about research in mathematics education.