Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter I - HEALTH SCIENCE
Section 127.410 - Mathematics for Medical Professionals (One Credit), Adopted 2015
Universal Citation: 19 TX Admin Code ยง 127.410
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. This course is recommended for student in Grades 11 and 12. Prerequisites: Geometry and Algebra II. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards and
relevant technical knowledge and skills for students to further their education
and succeed in current or emerging professions.
(2) The Health Science Career Cluster focuses
on planning, managing, and providing therapeutic services, diagnostic services,
health informatics, support services, and biotechnology research and
development.
(3) The Mathematics
for Medical Professionals course is designed to serve as the driving force
behind the Texas essential knowledge and skills for mathematics, guided by the
college and career readiness standards. By embedding statistics, probability,
and finance, while focusing on fluency and solid understanding in medical
mathematics, students will extend and apply mathematical skills necessary for
health science professions. Course content consists primarily of high school
level mathematics concepts and their applications to health science
professions.
(4) The mathematical
process standards describe ways in which students are expected to engage in the
content. The placement of the process standards at the beginning of the
knowledge and skills listed for each grade and course is intentional. The
process standards weave the other knowledge and skills together so that
students may be successful problem solvers and use mathematics efficiently and
effectively in daily life. The process standards are integrated at every grade
level and course. When possible, students will apply mathematics to problems
arising in everyday life, society, and the workplace. Students will use a
problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the
solution, and evaluating the problem-solving process and the reasonableness of
the solution. Students will select appropriate tools such as real objects,
manipulatives, paper and pencil, and technology and techniques such as mental
math, estimation, and number sense to solve problems. Students will effectively
communicate mathematical ideas, reasoning, and their implications using
multiple representations such as symbols, diagrams, graphs, and language.
Students will use mathematical relationships to generate solutions and make
connections and predictions. Students will analyze mathematical relationships
to connect and communicate mathematical ideas. Students will display, explain,
or justify mathematical ideas and arguments using precise mathematical language
in written or oral communication.
(5) Students are encouraged to participate in
extended learning experiences such as career and technical student
organizations and other leadership or extracurricular organizations.
(6) Statements that contain the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional
standards/employability skills as required by business and industry. The
student is expected to:
(A) express ideas in a
clear, concise, and effective manner;
(B) exhibit the ability to cooperate,
contribute, and collaborate as a member of a team; and
(C) demonstrate adaptability skills such as
problem solving and creative thinking.
(2) The student uses mathematical processes
to acquire and demonstrate mathematical understanding. The student is expected
to:
(A) apply mathematics to problems arising
in health science professions;
(B)
use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the
solution, and evaluating the problem-solving process and the reasonableness of
the solution;
(C) select tools,
including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number
sense as appropriate, to solve problems in health science
professions;
(D) communicate
mathematical ideas, reasoning, and their implications to the health science
field using multiple representations, including symbols, diagrams, graphs, and
language as appropriate;
(E) create
and use representations to organize, record, and communicate mathematical ideas
in health science professions;
(F)
analyze mathematical relationships to connect and communicate mathematical
ideas in health science professions; and
(G) display, explain, and justify
mathematical ideas and arguments using precise mathematical language in written
or oral communication as it applies to health science professions.
(3) The student generates deeper
mathematical understandings through problems involving numerical data that
arise in health science professions. The student extends existing knowledge and
skills to analyze real-world clinical situations. The student is expected to:
(A) add, subtract, multiply, and divide
rational numbers fluently in problem-solving situations related to health
science professions;
(B) keep track
of and manage inventory using the First In, Last Out (FILO) concept;
(C) solve health science related problems
involving ratios, rates, and percentages accurately and precisely, including
lab analysis, body fluid analysis, vital signs, medication dosages and
administration, growth charts, body surface area, parenteral solutions and data
collection related to homeostasis;
(D) learn to read and use military time
fluently for health science situations, including medication administration,
scheduling, and documentation;
(E)
apply appropriate estimation techniques used in health science professions to
estimate percent and then confirm those estimates with calculations;
and
(F) read and determine accurate
numerical value of Roman numerals as used in the health science professions,
including cranial nerves.
(4) The student applies the process standards
in mathematics to create and analyze mathematical models of health science
situations to make informed decisions related to improved health care outcomes
by appropriate, proficient, and efficient use of tools, including technology.
The student judges the validity of a prediction and uses mathematical models to
represent, analyze, and solve dynamic health care problems. The student is
expected to:
(A) collect data to create a
scatterplot and apply various functions to model the data in an effort to
interpret results and make predictions in health science situations such as
interpreting growth charts, interpreting disease and mortality rates, and
diagnosing and determining treatment modalities;
(B) create, represent, and analyze
appropriate mathematical functions such as linear, quadratic, exponential,
logarithmic, and sinusoidal functions used to model, interpret and predict
situations that occur in health science professions such as supply and demand,
inventory control, and cost analysis within clinical situations;
(C) determine or analyze an appropriate
sinusoidal model for health science situations that can be modeled with
periodic functions, including those related to electrocardiograms (EKG),
repolarization of the heart, and medication dosage and
administration;
(D) write and solve
systems of equations, especially those representing mixtures, which apply to
health science situations, including intravenous (IV) solutions and medication
dosages;
(E) use properties of
logarithmic and exponential functions to solve equations related to health
science situations such as determining the pH of a solution, the concentration
of hydrogen ions (H+) given the pH, calculating the absorbance and
transmittance, and determining exponential growth and decay; and
(F) calculate accurate and precise unit rates
used in health science situations.
(5) The student applies mathematical process
standards to obtain accurate and precise measurements. The student is expected
to:
(A) define each of the health science
professions that require a unique set of measurement or calculation standards
and explain or identify the importance of each measurement system (apothecary,
metric, household systems);
(B)
explain the necessity of obtaining accurate measurements in the health science
professions;
(C) use dimensional
analysis with precision and accuracy in performing unit conversions from one
measurement system to another, including the use of proportions and unit rates
in pharmacology;
(D) classify the
specific system to which a given unit belongs and explain its similarity or
differences to units in other measurement systems;
(E) select and use appropriate measurement
tools used in health science professions such as rulers, tape measures,
thermometers, syringes, scales, and sphygmomanometer gauges to obtain accurate
and precise measurements; and
(F)
select and use appropriate measurement techniques used in health science
professions to obtain accurate and precise measurements, including determining
measures for medication, nutrition, fluids, and homeostasis.
(6) The student applies
mathematical process standards to analyze statistical information used in
health science professions. The student is expected to:
(A) obtain and analyze lab reports to
evaluate if values lie outside normal parameters;
(B) obtain and analyze vital signs by
comparing to normal parameters;
(C)
calculate and apply measures of central tendency in application problems in the
health science field;
(D)
demonstrate an understanding of the significance of the normal
distribution;
(E) demonstrate an
understanding of and apply the Empirical Rule to find probabilities from normal
distributions;
(F) calculate and
use the z-score to calculate standard deviation of a normal distribution using
a formula;
(G) calculate the
percentile rank for a given score using a formula;
(H) describe characteristics of well-designed
and well-conducted experiments, observational studies, and surveys in the
health science field, including the ethical issues associated with
each;
(I) distinguish between
populations and samples;
(J)
explain placebo and placebo effect; and
(K) define epidemiology and its extension of
statistical procedures to public health issues.
(7) The student applies mathematical process
standards to solve geometric problems arising in health science professions.
The student is expected to:
(A) calculate
volumes of various liquids and solids encountered in health science
professions, including irregularly shaped solids, using formulas and geometric
reasoning;
(B) calculate surface
area of various surfaces encountered in health science professions, including
body surface area, using formulas and geometric reasoning;
(C) calculate appropriate angles encountered
in health science professions such as medication administration, body
positioning, and physical therapy using geometric reasoning; and
(D) calculate and analyze range of motion
using a goniometer.
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