Deepening Understanding of Mathematics Teaching, Learning, and Leading - Program Courses

Courses in this program are approved to count toward PSU’s Deepening Understanding of Mathematics Teaching and Learning Certificate of Completion or TSPC’s Mathematics Instructional Leader: preK–8 or grades 6–12 Specialization. See flyer for program details. Course descriptions provided below.

Schedule

2018–2019

Class Credits Fall Winter Spring Summer
CI 514 Enhancing Algebraic Thinking: Patterns and Functions 3 X      
CI 512 Examining Operations for Whole Numbers and Fractions 3   X    
CI 518 Implementing Mathematics Reform 3     X  
CI 516 Exploring Measurement Concepts 3       X
CI 511 Examining Base Ten Numeration and Operations 3       X
CI 541 Reasoning and Proving Across Mathematics 3       X

2019–2020

Class Credits Fall Winter Spring Summer
CI 513 Enhancing Algebraic Thinking: Generalizations about Operations 3 X      
CI 519 Mathematics Leadership: Influencing and Facilitating Improvement 3   X    
CI 515 Developing Geometric Thinking and Concepts 3     X  
CI 517 Developing Concepts of Data Analysis: Representing and Modeling with Data 3       X
CI 512 Examining Operations with Whole Numbers and Fractions 3       X
CI 540 Modeling with and Using Representations in Mathematics 3       X

2020-2021

Class Credits Fall Winter Spring Summer
CI 511 Examining Base Ten Numeration and Operations 3 X      
CI 516 Exploring Measurement Concepts 3   X    
CI 518 Implementing Mathematics Reform 3     X  
CI 514 Enhancing Algebraic Thinking: Patterns and Functions 3       X
CI 513 Enhancing Algebraic Thinking: Generalizations about Operations 3       X
CI 541 Reasoning and Proving Across Mathematics 3       X

 

Course Descriptions

Mathematics Content-Focused Pedagogy Courses

CI 511 Examining Base Ten Numeration and Operations (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 512 Examining Operations for Whole Numbers and Fractions (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 513 Enhancing Algebraic Thinking: Generalizations 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 514 Enhancing Algebraic Thinking: Patterns and Functions (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 515 Developing Geometric Thinking and Concepts (3 cr.)
Examine aspects of two- and three-dimensional shapes, develop geometric vocabulary, and explore both definitions and properties of geometric objects. Study angle, similarity, congruence, and the relationships between 3-D objects and their 2-D representations. Student thinking is at the center of this course through examination of student work.

CI 516 Exploring Measurement Concepts (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 517 Developing Concepts of Data Analysis: Representing and Modeling with Data (3 cr.)
Focus attention on data representation, analysis, and how students’ ideas develop over time. Work with collection, representation, and interpretation of data. Learn what various graphs and statistical measures show about data, study how to summarize data when comparing groups, and consider whether data provide insight into questions inspiring data collection.

CI 540 Modeling with and Using Representations in Mathematics (3 cr.)
Examine the role of modeling and representing in mathematics learning and teaching. Investigate ways in which teachers and students use representations and translations across representations in support of mathematics teaching and learning. Finally, consider how using representations support equitable teaching.

CI 541 Reasoning and Proving Across Mathematics (3 cr.)
Examine the role of reasoning and proving across the mathematical domains. Investigate student conceptions of proof and the appropriate curriculum treatment of topics related to conjecturing, justifying, and generalizing. Design instructional and assessment tasks that elicit student thinking and formulate ways to move student thinking forward in mathematically productive ways.

Advanced Mathematics Methods Course

CI 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 Leadership-Focused Courses

CI 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 521 Mathematics Leadership Practicum (3 cr.)
Enact the varied responsibilities of a mathematics instructional leader, to include: assessing and making recommendations for individual teachers or a school’s mathematics program, developing mathematics-focused professional development, assessing and instructing struggling or advanced mathematicians, and communicating with stakeholders—always inquiring into how high-quality teaching ensures mathematics success for all.