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STEM Graduate Programs
Laurie Geller and Consuelo Devine

Mathematics Course Offerings - Summer 2015

The list of summer 2015 math courses is below and a detailed list is HERE. All courses are grant-funded.* The only cost for ND teachers is a one-time $35 application fee.

Registration starts on March 24.
Registration and housing information can be found on the Application/Registration page.

For High School Teachers:

For Elementary and Middle School Teachers (taught in Minot and Mayville):

Course Descriptions

MATH 501 Action Research in Math Ed (2 SH)
Prepares practicing mathematics teachers to study issues or problems relating to mathematics education within their classrooms, schools, or districts with supervision by an MSU faculty member. Course topics include how to interpret educational research and literature; design and implement reliable and valid action research; identify worthwhile problems; and formulate questions that can be addressed through action research.

MATH 523 Prob and Stat for Sec Sch Teachers (3 SH)
Discrete and continuous probability models. Data analysis. Statistical inference.

Math 532: El/MS Prob Solv/Alg Reasoning (3 SH)
The first part of this course will focus on Polya’s problem solving process. Students will be guided through the process and learn how to use assessment and evaluation tools. The second part of this course will focus on algebraic thinking. Students will learn about representing patterns mathematically, demonstrating properties of numbers both through manipulatives and symbolically, and apply their problem solving skills to algebraic problems.

Math 536: Number/ Operation in El/MS Math (3 SH)
The focus of this course will be on building conceptual understanding of mathematical operations with whole numbers, integers, and rational numbers in the form of fractions and decimals. Emphasis will be placed on the operations of addition, subtraction, multiplication, division, and powers.

MATH 550 Technology for Teaching Math (3 SH)
Current and relevant technologies for K-16 mathematics education (e.g., software, curricular materials, calculators, interactive whiteboards) will be examined and explored. Issues related to the implementation of such technologies and their impact on teaching and learning of mathematics will be addressed.

MATH 580 Algebra for Sec Sch Teachers (3 SH)
Introduction to algebraic methods, proof, content, and the utilization of appropriate technology. There is an emphasis on functions involving topics from advanced algebra, number theory, and abstract algebra. Proofs will involve Peano’s postulates, real number field properties, and many algebraic theorems related to functions.

MATH 592 Implementing the CCSS Mathematical Practices in Grades K-12 (2 SH)
Content standards indicate the mathematical subject matter students should understand, while the standards for mathematical practice describe how students should engage with this subject matter. The practices and content must be connected to foster deep learning of mathematics. This course will help teachers better understand both types of standards and how to connect and implement them in their teaching of mathematics and also in the sciences. Participants will create standards-based lessons that will be shared with fellow participants. They will exchange materials and leave with up to 15 lessons, activities, projects, and applications to use in their classrooms. As part of the follow-up activities, participants will be required to implement and assess at least one of the lessons in their classrooms. They will also be required to report the results of the lesson and to reflect upon its implementation, student learning, and make suggestions for improvement.

MATH/SCI 592 The Math-Science Connection for Grades K-8 Teachers (3 SH)
This course will focus on scientific investigations at the elementary and middle school levels and the support that mathematics provides for interpreting results of those investigations. The following topics will be addressed: 1) making conjectures; 2) designing effective scientific investigations; 3) collecting data; 4) taking and interpreting measurements including their validity, reliability, and precision; 5) analyzing data in ways that are dependent on the mathematics known by students; 6) making and interpreting graphic representations of data; 7) learning types of mathematical relationships represented in graphs of data (e.g. linear,  inverse, quadratic); and 8) writing mathematical relationships regarding data using independent and dependent variables.

MATH 598 Capstone Project (1-3 SH)
With guidance from faculty, students conduct action research addressing problems in the context of their classrooms, schools, or districts which impinge on student achievement in mathematics. Students work with their faculty advisors to implement interventions, collect and analyze data resulting from the interventions, and summarize results. Findings are written up for publication and presented orally to peers at a capstone symposium. Following the presentations, students defend their projects before their graduate committees. Prerequisite(s): MATH 501 & MATH 5

students working

* As part of the grant that funds these courses, teachers will receive full tuition and fees, mileage, books/materials, room (if staying on campus), and follow-up activities conducted during the year. As part of the follow-up activities, teachers will be required to implement and assess at least one of the lessons created in the course in their classrooms. They will also be required to report the results of the lesson and to reflect upon its implementation, student learning, and make suggestions for improvement. Finally, teachers will be required to submit their students' state standardized math test scores to the MAT: Math Program Director for subsequent grant reports.