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Course Descriptions |
| MTED 501 Proportional and Algebraic Reasoning - 3.00 credits |
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| This course is about learning and teaching algebra, focusing on patterns, functions and graphs, proportionality, and algebraic connections. Participants will collaboratively explore open-ended problems, discussing, evaluating, revising, and analyzing others' solutions. This is the first course in a sequence to prepare teachers for implementing student-centered, content-based and technology-enhanced instruction. |
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| MTED 502 Geometry & Spatial Reasoning - 3.00 credits |
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| This course is about learning and teaching geometry, focusing on characteristics of shapes, representational systems, geometric modeling, and proof. Participants will collaboratively explore open-ended geometric problems, discussing, evaluating, revising, and analyzing others solutions. This is the second of three introductory courses that prepare teachers to enact student-centered learning and teaching. |
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| MTED 503 Data Analysis and Probabalistic & Statistical Reasoning - 3.00 credits |
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| This course is about learning and teaching data analysis and probabilistic and statistical reason, focusing on representation of data, measures of center and spread, inferential statistics, proportionality and probability, and introductory statistical analysis. Participants will discuss, evaluate, revise and analyze solutions and methods. This is the third of a 3-course sequence. |
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| MTED 511 Functions through the Curriculum - 3.00 credits |
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| This course will consist of an extended analysis of the conception of function, including its historical development. Participants will gain personal experience in thinking of function as a unifying idea on mathematics as well as with conceptual instructional materials. |
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| MTED 601 Diagnosing Student Mathematical Thinking - 3.00 credits |
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| This course is about student-centered learning and teaching of mathematics. This goal is to develop participants' expertise in analyzing student work, understanding student thinking, and using that understanding to guide subsequent interactions and interventions with the student. |
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