A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Topics in calculus and pedagogical information related to establishing and maintaining a calculus advanced placement program. S/U graded. Repeatable, no limitations.

Topics in the content and pedagogy related to teaching and maintaining an Advanced Placement Statistics program. S/U graded. Repeatable, no limitations.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

A mathematics education course for current middle school teachers. Content includesmathematics education topics appropriate for teachers of middle level mathematics. Repeatable for a maximum of 6 credits.

Graduates only. Methods of teaching discrete mathematics including using technology, projects, cooperative groups and the development of curriculum materials. Topics will include the teaching of existence problems, counting problems and optimization problems.

Graduates only. Current search on instruction in algebra/trigonometry; current curricular issues. Approach teaching of Algebra and Trigonometry from a conceptual and problem solving point of view.

Graduates only. Students will develop teaching modules and models based on current theories of cognition and recommendations of professional societies.

Graduates only. Methods of teaching topics of probability and statistics including hands-on experience in collecting and analyzing data. Topics include descriptive techniques, random variables, curve fitting and use of technology.

Graduates only. This course explores the knowledge and skills to elicit, understand, build on, and respond to student thinking. It provides expertise to support student learning and teach secondary mathematics for understanding.

Graduates only. This course examines ways to integrate knowledge of the role of culture in mathematics teaching and learning into mathematics instruction with the goal of developing students' internal motivation.

Graduates only. We will analyze the mathematical and conceptual structure of quantities and relationships between quantities in secondary mathematics courses and explore pedagogy for teaching quantitative reasoning.

Classroom use of mathematics software, calculators, pattern blocks, attribute blocks, geoboards, geometric solids, MIRA's and others presented to teach problem solving, skills and concepts. S/U graded.

A mathematics education internship course for current middle school teachers. Content includes mathematics and mathematics education topics appropriate for teachers of middle level mathematics, but is focused on participants' implementation and integration of program and course content in their own instruction. Repeatable for a maximum of 3 credits.

Graduates only. Methods of teaching advanced mathematics topics in high school mathematics with emphasis on pedagogy, working cooperatively and developing curriculum materials for teaching such topics as vectors, fractals and transformations.

Graduates only. Students research a current problem in secondary mathematics education relevant to their teaching situation, developing goals, reviewing relevant literature and planning the project as they progress through the program. Repeatable without limit.

For graduate students only. Examination and critique of current research in mathematics education. A focus on research design, analysis and reporting of both qualitative and quantitative research.

Graduates only. The goals of this course are to synthesize and re-conceptualize past research, suggest areas of research most useful to advancing the field and provide implications for classroom practice.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Students will develop knowledge and skills needed to be effective in providing interventions in mathematics for students with learning disabilities and in helping other teachers and paraprofessionals do the same.

Improvement of undergraduate mathematics teaching via active student-based learning and implementation of a learning cycle of informed practice and information gathering, reflection and analysis, and planning and modified practice. S/U graded. Repeatable, no limitations.

Prerequisite: B.A. in mathematics or equivalent. To prepare elementary/middle school mathematics specialists. Includes mathematics review of number theory, geometry and other content, NCTM curriculum, professional and assessment standards, use of technology and manipulatives and research.

Prerequisite: MED 610. Graduates only. Address and evaluate specific problems in mathematics education. Allow students to examine curricular concerns, evaluation, teaching special populations and cognitive issues relating specifically to the secondary level.

Prerequisite: MED 610 or consent of instructor. Graduates only. Address community college and undergraduate level mathematics education issues. Focus on current curriculum reform and research into learning and teaching on the post-secondary level.

No more than six hours may be applied to any one graduate degree. Prerequisites and topics announced in Schedule of Classes. Repeatable, may be taken three times, under different subtitles.

Prerequisite: Approval of instructor. Must be an in-service math teacher or math teacher leader. Classroom and teacher leadership issues related to 1) variation in beliefs and practices underlying teaching math for understanding and 2) motivation, status, and affect in the mathematics classroom

Prerequisite: Approval of instructor. Must be an in-service math teacher or math teacher leader. Classroom and teacher leadership issues related to 1) using assessment to support teaching math for understanding and 2) providing all students with the opportunity to learn mathematics with understanding

Graduates only. Consent of instructor. A course for developing the knowledge and skills needed to be an effective mathematics teacher leader with an emphasis on implementing a high-quality mathematics curriculum.

Consent of instructor. Addresses cultural issues related to generating equity in K-12 mathematics. Each seminar focuses on a particular cultural issue, such as gender, ethnicity, race, and class. S/U graded. Repeatable under different subtitles.

Approval of instructor. Must be an in-service teacher or math teacher leader. Develop the knowledge and skills needed to be an effective mathematics coach.

Prerequisites: Graduates only. Must be an in-service math teacher or math teacher leader. Knowledge and skills for mathematics teacher leadership including: leading change initiatives, managing conflict, designing math professional development, supporting cultural responsible teaching, and deepening pedagogical content knowledge for teaching mathematics.

Prerequisites: MED 685. Graduates only. Must be an in-service math teacher or teacher leader. This course focuses on the knowledge and skills to be an effective mathematics teacher leader by building and expanding on the content of MED 685.

Graduates only. Consent of instructor. Knowledge and skills for mathematics teacher leadership including: exploring general leadership, working with teachers, analyzing the interactions among culture, mathematics, teaching and learning, and deepening mathematics knowledge for teaching.

Prerequisite: MED 687 and instructor consent. Graduates only. This course focuses on the knowledge and skills to be an effective mathematics teacher leader by building on the content of MED 687.

Prerequisite: MED 610. Analyze research concerning cognitive science in mathematics education. Conduct case study on cognition in mathematics.

Prerequisites: MED 610 and MATH 651. Learn advanced research concepts and methods that are unique in the study of educational mathematics. Includes data analysis and advanced statistical techniques.

Prerequisite: MED 610. A focus on paradigms, issues and methods of qualitative research in mathematics education. This includes critical analysis of literature and of data collected from mathematics learning environments.

Prerequisite: MED 610. A focus on issues relevant to working with pre-service and in service K-12 mathematics teachers, and in promoting standards-based content, curriculum, pedagogy and assessment.

Curricular, pedagogical and ethical issues in college mathematics teaching. Students and faculty reflect on and discuss ways to improve and reform teaching. S/U graded.

Prerequisite: MED 700 or consent of instructor. An exploration of the underpinnings of current K-16 mathematics education by examining the historical development, perspectives and schools of thought that have influenced the teaching of mathematics.

Consent of instructor. The course focuses on concrete issues of developing and conducting mathematics education research: picking a topic, developing problem statement, purpose, research questions, and relevant literature review.