Mathematics and Science Educ (MSED)

This course includes a two-hour seminar on campus each week along with approximately five hours per week in an area school. This is an introductory course that provides students background learning theory, classroom management, aspects of effective teaching, critical classroom variables, and the school as a system.

A course that provides additional exposure and development of instructional strategies and models of mathematics teaching. Special emphasis is placed upon promoting critical thinking and decision making.

A course that provides additional exposure and development of instructional strategies and models of science teaching. Special emphasis is placed upon promoting critical thinking and decision making.

This course addresses concerns of teaching grades 5 through 8 math by considering the social and psychological characteristics of students in transition from elementary to high school mathematics. The course uses a focus on rational number and reasoning (topics that span middle school curriculum) to study students' development of powerful representational systems and conceptual flexibility. Participants will learn about building mathematical community in which students construct mathematical evidence for claims of perceived regularities and patterns on logical reasoning and mathematical thinking. Participants will select, adapt, and design math tasks to serve instructional purposes and will learn what it means to build an ongoing assessment system that integrates self, peer, teacher, and formative/summative assessment into best practice.

Algebra is taught via a problem solving approach with connections to other topic areas such as geometry, statistics and probability. Explorations with and conjecturing about number relationships and functions provide experiences from which students develop algebraic habits of mind: Doing and undoing (algebraic thinking that involves reflective or reverse algebraic reasoning, doing problems and organizing data to representation situations in which input is related to output by well-defined functional rules); and abstracting from computation (developing the capacity to think about computations independently of particular numbers used). Instructor permission required.

Number theory is taught via a problem solving approach with connections to geometry, logic, and probability. Explorations with and conjecturing about number patterns provide experiences from which students study various topics including the following: factors, primes, and prime factorization; counting techniques; greatest common factor (GCF) and least common multiple (LCM); divisibility; number patterns (e.g., Pascal's triangle, polygonal numbers, Pythagorean triples, Fibonacci numbers); Diophantine equations; remainder classes and modular arithmetic; iteration, recursion, and mathematical induction. Basic algebra and instructor permission required.

This course presents fundamental topics and key issues from philosophy of science (e.g., explanation, representation/models, evidence, laws and causation, confirmation/inductive logic, etc.). The goal of the course is to enrich teachers' understanding of philosophy of science so that they will be better prepared to design instructions both about science content and about NOS and NOSI. To achieve this, each course is explicitly linked to particular subject matter and concepts and/or NOS or NOSI ideas. Teachers will be facilitated to see why and how philosophy of science can inform science instruction.

This course emphasizes statistics and probability as practical subjects devoted to obtaining and processing data with a view toward making statements that often extend beyond the data. These statements (i.e., inferences) take the form of estimates, confidence intervals, significance tests, etc. The content of this course is concerned with the production of good data, and involves consideration of experimental designs and sample surveys. The activities have their origin in real data and are concerned with processing the data in the widest contexts and with a wide variety of applications such as social, administrative, medical, the physical sciences and the biological sciences. Basic Algebra and Instructor permission required.

Geometry is taught via problem solving with connections to other topic areas such as algebra and number theory. Explorations of and conjecturing about fundamental concepts of Euclidean geometry in two and three dimensions and their application provide experiences from which students study various topics including the following: properties and relationships of geometric objects; geometric proof; area and volume; transformations, symmetry, and tessellations; trigonometric ratios; and visual modeling of algebraic operations as well as algebraic abstract concepts.

This course is focused on the development of foundational ideas, concepts, and methods of introductory calculus and its basic applications with emphasis on various problem-solving strategies, visualization, mathematical modeling, and connections to algebra, geometry, number theory, and logic relevant to the middle school mathematics curriculum. Explorations with the SimCalc software and conjecturing about linking graphs, tables, and concrete to represent dynamic situations provide experiences from which students study various topics including the following: linear, quadratic, cubic, exponential, logarithmic, and trigonometric functions and their graphs; limits and continuity; rate of change, slope, tangent, and derivative; area under a curve and integration; and elements of infinite series.

This course presents fundamental topics and key issues from history of science (the organization of science, science and religion, science and technology, scientific revolutions, etc.). The goal of the course is to enrich teachers' understanding of history of science so that they will be better prepared to design instructions both about science content and about NOS and NOSI. To achieve this, each course is explicitly linked to particular subject matter and concepts and/or NOS or NOSI ideas. Teachers will be facilitated to see why and how history of science can inform science instruction.

The course is focused on selected topics related to fundamental ideas and methods of Euclidean geometry, non-Euclidean geometry, and differential geometry in two and three dimensions and their applications with emphasis on various problem-solving strategies, geometric proof, visualization, and interrelation of different areas of mathematics. Permission of the instructor is required.

This course is focused on selected topics related to fundamental concepts and methods of classic analysis and their applications with emphasis on various problem-solving strategies, visualization, mathematical modeling, and interrelation of different areas of mathematics. Instructor permission required.

Get Energized is designed to help teachers become more proficient in key physical science concepts related to energy. Teachers can increase their comfort level in teaching energy related topics such as light, mechanical, heat, sound, and electrical. Each full-day workshop focuses on a particular energy topic and explores how that topic can be brought back to the classroom in an engaging way. This program also explores how to further the interaction of inquiry-based teaching methods into the classroom as well as the multiple ways that an informal institution can be used to further the curriculum objectives established. Major topics include energy transformation, potential and kinetic energy, mechanical energy, electrical energy, sound, and thermal. The course meets during the academic year, six sessions, 8:00 a.m. to 3:00 p.m.

A course that stresses the empirical research on best practices in teacher education and professional development in science.

A course that stresses the empirical research on best practices in teacher education and professional development in mathematics.

A group of authentic inquiry experiences supervised by practicing scientists or mathematicians.

Placement in an informal educational setting such as museums and outdoor education. The focus of this course is on the use of informal setting to supplement classroom instruction.

Part one of a two-part course. The course provides concepts and methods of gathering, describing and drawing conclusions from data. Statistical reasoning, probability, sampling, regression, correlation, forecasting, nonparametric statistics, conceptions and misconceptions about statistics, problem solving techniques and current research are included throughout the course.

Part two of a two-part course. Statistical reasoning, probability, sampling, regression, correlation, forecasting, nonparametric statistics, conceptions and misconceptions about statistics, problem solving techniques and current research are included throughout the course.

Provides for the development of a variety of classroom observation techniques and clinical supervision skills.

Contemporary assessment and evaluation theory and the development of valid cognitive, affective, and psychomotor assessment items/tasks. In-depth attention is given to the development and scoring of alternative assessment techniques such as portfolios and projects.

This course will develop a functional understanding of various factors that influence the development and direction of middle and secondary science curricula. Students will become familiar with strategies to integrate language arts, reading, and writing in the content area of science. Students will apply knowledge of subject matter, curriculum development, and curriculum theory to construct a hypothetical curriculum. Current trends, history of these trends, and rationales for science curriculum reform will be examined.

This course will develop a functional understanding of various factors that influence the development and direction of middle and secondary mathematics curricula. Students will become familiar with strategies to integrate language arts, reading, and writing in the content area of mathematics. Students will apply knowledge of subject matter, curriculum development, and curriculum theory to construct a hypothetical curriculum. Current trends, history of these trends, and rationales for mathematics curriculum reform will be examined.

Analysis of qualitative and quantitative empirical research in science and mathematics education.

Reviewing, designing, and conducting research studies within the context of the students' own teaching.

Reviewing, designing, and conducting research studies within the context of the students' own teaching. This course is a continuation of MSED 562.

Reviewing, designing, and conducting research studies within the context of the students' own teaching. This course is a continuation of MSED 562 and MSED 563.

Developing a functional understanding of nature of science in the context of scientific inquiry.

Developing a functional understanding of nature of mathematics in the context of problem solving.

This course is designed to develop the participants' understanding of adolescent psychology. The main foci throughout the course are the unique aspects of adolescents and how those aspects influence behavior, learning, and social interactions, especially with regard to middle schools. Studies will include educational psychology theories and models, motivation and learning, developmental changes during adolescence, cognitive abilities, human ecology, diversity, and cultures. Additionally, participants will examine historical and philosophical perspectives of adolescent psychology and synthesize how these perspectives have influenced teaching, learning, and cultures in middle schools. The course will involve weekly readings and reflections, classroom experiences, short assignments, tests/quizzes, research projects, and formal class presentations. Requires admission into the secondary mathematics teacher certification program or instructor permission.

This course is appropriate for continuing education of secondary education science teachers, who will be engaged in authentic scientific inquiry with practicing research scientists, learning about nature of science, scientific inquiry, and subject matter, and developing pedagogical knowledge and skills related to these concepts. The goal of the Project ICAN is to empower teachers to help their students to work toward scientific inquiry. (Variable:1-3)

Understanding nature of science as it relates to subject matter, and developing pedagogical knowledge and skills related to these concepts.

A course that provides the guidance and opportunity for authentic research projects in Science or Mathematics Education to fulfill thesis requirements for MS Candidates.

Advanced projects involving independent study, and especially fieldwork and modeling projects. (Variable: 1-6)

Current problems in science/mathematics education. May be repeated for credit with different topics.

The course is designed to allow each student to develop the theoretical background, practical knowledge, and skills for successful college level mathematics or science teaching. Specific emphasis will be placed upon instructional methods/models, curriculum development, and instructional planning.

The purpose of the course is to enhance college level teacher preparation with an advanced learning experience joining together theory and practice. This course provides the student the opportunity to practice and improve knowledge and skills at teaching. The student may actively participate or act as an observer at a different college. In addition, students are required to prepare a Portfolio. The Portfolio provides the student an opportunity to demonstrate a readiness for teaching that describes their efforts and progress in preparing to teach science or mathematics at the college level.

A study of quantitative research designs and analytical procedures with critical analysis of perspectives of research in science/mathematics education.

A study of quantitative research designs, analytical procedures, and in-depth analysis with specific applications in science/mathematics education.

A study of qualitative research designs and analytical procedures with critical analysis of perspectives of research in science/mathematics education.

A study of qualitative research designs, analytical procedures, and in-depth analysis with specific applications in science/mathematics education.

A course that provides the guidance and opportunity for authentic research projects in Science or Mathematics Education to fulfill thesis requirements for PhD Candidates. Instructor permission required.