**Tishk International UNIVERSITY**

**FACULTY OF EDUCATION**

**Mathematics Education Department
Undergraduate Program**

**COURSE DESCRIPTIONS**

## Main Courses

Preliminary topics which are studied in high school, number theory, inequalities and solution of quadratic and cubic equations, inequalities and finding the solution sets of inequities, set theory and basic set operations, functions and properties and its graphs, absolute value function, linear and quadratic functions, trigonometric functions and their graphs.

Exponential numbers, logarithm and properties, exponential, logarithmic and hyperbolic functions, the inverse of these functions with their graphs, complex numbers, basic notations of sequences and series, limit of basic functions, continuity.

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**Some algebraic instructions and contents of calculus with their terminology, some expression that are used in pure and applied mathematics with their terminology. Writing and reading in math and some grammar of mathematics**

**The function theory and limit of the functions, continuity of functions, derivative of the basic functions, derivative of trigonometric and inverse trigonometric functions, the mean value theorem of differentiation and its applications.**

**Binary operations and fields, Matrices and Algebraic operations on matrices and inverse of matrices, System of linear equations, Gaussian elimination methods, Determinant and properties.**

**Experimental and informal geometry, properties of plane and space figures, geometric constructions, the concept of angle, triangle, the elements of a triangle, application of triangles. Similarity theorems about triangles, application of similarity, trapezoid, parallelogram, equilateral quadrangle, rectangle, square, deltoid..**

**Technical Elective Courses**

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