Deepening Mathematical Understanding for Elementary Teachers - Program Courses
|CI 510/514 Patterns, Functions, and Change||3||X|
|CI 510/518 Implementing Mathematics Reform||
|CI 510/517 Working with Data||3||X|
|CI 510/516 Measuring Space in One, Two and Three Dimensions||3||X|
|CI 510/513 Reasoning Algebraically about Operations||3||X|
|CI 510/515 Examining Features of Shape||
|CI 510/512 Making Meaning for Operations||3||X|
|CI 510/519 Mathematics Leadership: Influencing and Facilitating Improvement||3||X|
|CI 510/517 Working with Data||3||X|
|CI 510/511 Building a System of Tens||3||X|
Mathematics Content Focused Pedagogy Courses
CI 510/511 Building a System of Tens (3 cr.)
Explore the base ten structure of the number system and how that structure is used in multi-digit computation. Investigate how basic concepts of whole numbers reappear when working with decimals. Student thinking is at the center of this course through examination of student work and students at work.
CI 510/515 Examining Features of Shape (3 cr.)
Examine aspects of 2D and 3D shapes, develop geometric vocabulary, and explore both definitions and properties of geometric objects. The course includes a study of angle, similarity, congruence, and the relationships between 3D objects and their 2D representations.
CI 510/512 Making Meaning for Operations (3 cr.)
Examine the actions and situations modeled by the four basic operations. Begin with a view of how counting moves toward solving whole number problems and then how whole number operations extend to the context of fractions. Student thinking is at the center of this course through examination of student work.
CI 510/516 Measuring Space in One, Two and Three Dimensions (3 cr.)
Examine different attributes of size, develop facility in composing and decomposing shapes, and apply these skills to make sense of area and volume formulas. Explore conceptual issues of length, area, and volume, as well as inter- relationships. Student thinking is at the center of this course through examination of student work.
CI 510/514 Patterns, Functions, and Change (3 cr.)
Discover how patterns lead to functions, learn to read tables and graphs to interpret change, and use algebraic notation to write rules. With emphasis on linear functions, explore nonlinear functions, examine how function features are seen in graphs, tables, or rules. Student thinking is at the center of this course.
CI 510/513 Reasoning Algebraically About Operations (3 cr.)
Examine generalizations at the heart of studying operations in the elementary grades. Express generalizations in common language and algebraically, develop representation-based arguments, study what it means to prove, and extend generalizations from whole numbers to integers. Student thinking is at the center of this course through examination of student work.
CI 510/517 Working with Data (3 cr.)
Work with data collection, representation, and interpretation. Learn what graphs and statistical measures show about data, study how to summarize data when comparing groups, consider whether data provide insights into questions that led to data collection. Student thinking is at the center of this course through examination of student work.
Advanced Mathematics Methods Course
CI 510/518 Implementing Mathematics Reform (3 cr.)
Exploration of worthwhile mathematical tasks provides the context for examining learning, teaching, and assessment. Topics include effective learning environments, strategies for planning lessons with a focus on student thinking/understanding, and analysis of materials and resources.
Mathematics Content Focused Leadership Courses
CI 510/519 Mathematics Leadership: Influencing and Facilitating Improvement (3cr.)
Develop an understanding of the role of and the challenges faced by mathematics instructional leaders in their work. Attention to the multiple levels of learning i.e., classroom and the professional learning community within grade-level, building, district, and beyond - each focusing strategies for influencing and facilitating improvement in mathematics instruction.
CI 509 Mathematics Leadership Practicum (3 cr.)
The practicum requires mathematics instructional leader candidates to work directly with teachers and students enacting the various responsibilities of a mathematics instructional leader/coach, to include: assessing and making recommendations for individual teachers or a school’s mathematics program, developing mathematics- focused professional development, assessing and instructing struggling mathematicians, and communicating with stakeholders.