TEAC 842E: Objectives and Methods of Science Teaching
Courses for Elementary Teachers
MATH 896: Algebraic Thinking for the K-4 Classroom
Audience Grade K-4 Teachers
Prerequisites This course is open to any certified K-4 teacher
Details June 22 - 26 and June 29 - July 3, 2009 8:00 AM - Noon Section Number: 592 Call Number: 4302 Credit Hours: 3
Description This course will explore Algebraic Thinking in K-4 Mathematics. Participants will examine case studies, video segments, and student work samples. Discussion will revolve around student understanding of Algebraic properties of mathematics. Participants will explore instructional strategies for fostering Algebraic thinking and eliciting high-level mathematical discourse in the K-4 Mathematics classroom.
TEAC 801: Curriculum Inquiry
Audience Grade K-4 Teachers
Prerequisites This course is open to any certified K-4 teacher
Details June 22 - 26 and June 29 - July 3, 2009 1:00 p.m. - 5:00 p.m. Section Number: 591 Call Number: 4335 Credit Hours: 3
Description This pedagogical seminar is taught in partnership with a math course designed to investigate algebraic thinking in grades K-4. The focus of this course will be on helping participants build an understanding of mathematics curriculum development, including historical and contemporary issues that influence curriculum planning and educational change. The course is intended to provide a solid theoretical introduction to curriculum and suggest how this knowledge might be used in the teaching and learning of mathematics in the elementary grades. The primary goal is to help participants develop a broader and deeper understanding of curriculum and curriculum inquiry as it relates to their own teaching practice. Algebraic thinking will be central to this inquiry.
Courses for Middle Level Mathematics Teachers
MATH 804T (Kearney): Experimentation, Conjecture and Reasoning
Primary Audience Grade 5-10 math teachers interested in strengthening their problem solving skills.
Secondary Audience
Prerequisites Experience teaching math in grades 5-10
Details June 15 - 19, 2009 8:00 AM - 5:00 PM Section Number: 591 Call Number: 4346 Credit Hours: 3
Description This course focuses on problem solving, reasoning and proof and communicating mathematics. It utilizes resources of the American Mathematics Competition (AMC) to help middle level mathematics teachers develop problem solving skills.
The overall goal for this course is to bring participants to the next level in the development of their mathematical habits of mind: A person who is an effective mathematical thinker has a toolbox of skills and knowledge to experiment, conjecture, reason, and ultimately solve problems. Sound habits of mind are marked by great flexibility of thinking and the strong belief that precise exposition of solutions is important.
Possible topics include the Pythagorean Theorem, golden rectangles, Platonic solids, Fibonacci numbers, the Art Gallery Theorem, Symmetry and Shifts, counting and probability.
Experimentation, Conjecture and Reasoning is a course in the Math in the Middle curriculum and has been successfully taught to elementary, middle level, and high school teachers.
Location ESU 10, 76 Plaza Blvd., Kearney
Additional Benefits A continental breakfast and lunch will be provided for all participants.
Text The Heart of Mathematics, Starbird, M.& Burger, E.
MATH 802T (Norfolk): Functions, Algebra and Geometry for Middle-Level Teachers
Primary Audience Grade 6-8 Math Teachers
Secondary Audience Grade 5 Teachers who have completed Math 800T and 9th grade teachers interested in deepening their understanding of functions, algebra and geometry
Prerequisites Experience teaching math in grades 5-9
Details June 8 - 12, 2009 8:00 AM - 5:00 PM Section Number: 591 Call Number: 4261 Credit Hours: 3
Description This course is designed to help middle level teachers gain a deep understanding of the concept of function and the algebra and geometry concepts taught in the K-8 curriculum. Participants will also study measurement with an emphasis on length, area, and volume.
Functions, Algebra and Geometry is the second course in the Math in the Middle curriculum and has been successfully taught to both elementary and middle level teachers.
Middle level mathematics teachers (grades 6-8) should find the course both accessible and useful and it is not necessary to have previous experience with Math 800T. Grade 5 teachers who have completed Math 800T should also find the course accessible and useful.
Location Offered at Life Long Learning Center, Northeast Community College, Norfolk, Nebraska
Accomodations For housing information for out-of-town teachers who live more than 60 miles from Norfolk, contact Deb Wragge, ESU 7 or 402.564.5753, ext 1032.
MATH 802T (Scottsbluff): Functions, Algebra and Geometry for Middle-Level Teachers
Primary Audience Grade 6-8 Math Teachers
Secondary Audience Grade 5 Teachers who have completed Math 800T and 9th grade teachers interested in deepening their understanding of functions, algebra and geometry
Prerequisites Experience teaching math in grades 6-8 or completion of Math 800T
Details June 8 - 12, 2009 8:00 AM - 5:00 PM Section Number: 592 Call Number: 4286 Credit Hours: 3
Description This course is designed to help middle level teachers gain a deep understanding of the concept of function and the algebra and geometry concepts taught in the K-8 curriculum. Participants will also study measurement with an emphasis on length, area, and volume.
Functions, Algebra and Geometry is the second course in the Math in the Middle curriculum and has been successfully taught to both elementary and middle level teachers.
Middle level mathematics teachers (grades 6-8) should find the course both accessible and useful and it is not necessary to have previous experience with Math 800T. Grade 5 teachers who have completed Math 800T should also find the course accessible and useful.
Registration Contact Craig Hicks at ESU 13 if you are interested in registering for the course.
Location Offered at ESU 13 4215 Avenue I, Scottsbluff.
MATH 806T: Number Theory and Cryptology for Middle-Level Teachers
Primary Audience 6-9 Math Teachers
Secondary Audience High school (10-12) math teachers interested in deepening their understanding of number theory and cryptology
Prerequisites Experience teaching math in grades 6-9
Details June 15 - 19, 2009 8:00 AM - 5:00 PM Section Number: 591 Call Number: 4262
Description This course focuses on basic number theory results which are needed to understand the number theoretic RSA cryptography algorithm (an encryption algorithm which is in use today to secure information sent via the internet). The course emphasizes connections between Number Theory and middle level mathematics and promotes a deep understanding of the integers and their properties. Elementary ciphers (methods for encoding and decoding) are included to introduce the nature of cryptology in preparation for understanding the RSA method. The cryptology related activities are readily adaptable as enrichment activities for middle level students. The connection of number theory to the RSA encryption algorithm allows the participants to see and understand a very relevant, real-world application of mathematics.
Number Theory and Cryptology is part of the Math in the Middle curriculum and has been successfully taught to middle level (Grades 5-8) teachers.
MATH 805T: Discrete Math for Middle Level Teachers
Primary Audience 5-9 Math Teachers
Secondary Audience High school (10-12) math teachers interested in deepening their understanding of discrete mathematics topics
Prerequisites Experience teaching math in grades 5-9
Details July 20-24, 2009 8:00 AM - 5:00 PM Section Number: 691 Call Number: 4264 Credit Hours: 3
Description This course is designed to deepen knowledge of discrete mathematics as it relates to topics covered in middle-grades curricula. Many of the course topics are introduced through "hands-on" explorations (which characterize discrete mathematics) through which various problem-solving strategies are emphasized. The course also develops an understanding of the role of precise mathematical language, reasoning, and proof in the development of discrete mathematics. The exploratory exercises in the course provide useful vehicles for promoting communication as groups will collaborate to explore problems and present various solutions to the class.
The Standards and Principles of School Mathematics published by the NCTM notes that "As an active branch of contemporary mathematics that is widely used in business and industry, discrete mathematics should be an integral part of the school mathematics curriculum." The topics included in the course, vertex-edge graphs, counting techniques, iteration and recursion, provide connections to other disciplines as well as to other topics within mathematics.
Discrete Mathematics is the sixth course in the Math in the Middle curriculum and has been successfully taught to middle level (Grades 5-8) teachers.
Courses for Secondary Mathematics Teachers
CSCE 896: Special Topics in Computer Science
Primary Audience Secondary-school mathematics, science, and information technology teachers interested in teaching an introductory computer science course at their school
Secondary Audience Secondary-school teachers interested in learning to use the Alice programming software
Prerequisites None. Students are encouraged to bring laptop computers to class.
Description This course is designed to introduce secondary-school teachers to the Alice programming environment, a three-dimensional (3D) graphical environment with drag-and-drop programming. (See www.alice.org for more information.) It is a fun system with less frustration than traditional programming environments. The goal is to help teachers (and prospective teachers) gain an understanding of Alice that enables them to offer a breadth-first introduction to computer science at their school based on a course at UNL to introduce non-majors to computer science. No prior computer science or programming background is required and the course should be ideal for secondary-school mathematics, science, and information technology teachers who enjoy integrating the use of technology in their own teaching.
The course will cover both the curriculum and delivery of the planned course for high-school students. Curricular topics include algorithms, introductory programming, software development, and data representation and manipulation. Delivery mechanisms include the Alice programming environment, asynchronous lectures, and online testing.
As a bonus, interested teachers who complete the course will be invited to work with UNL computer science faculty to offer a dual-enrollment course (i.e., students earn both high-school and UNL credit) that offers their students a breadth-first introduction to computer science. We plan to offer the dual-enrollment course for the first time in the spring semester of 2010 with UNL faculty and staff providing instructional support (technical consulting, student assistance, etc.).
STAT 892 and CSCE 896 are offered during the same two week period (June 8-19, 2009) with one offered in the morning and one in the afternoon. This provides high school teachers with an excellent opportunity to take two graduate courses that will contribute significantly to their ability to offer a statistics and a computer science course to students in their high schools.
STAT 892: Statistics for High School Teachers
Primary Audience High school math teachers interested in teaching statistics in their high school
Secondary Audience Any certified secondary math teacher
Prerequisites Certification to teach high school mathematics or permission
Details June 8-12 & 15-19, 2009 8:00 AM - 12:00 PM Section Number: 591 Call Number: 4283 Credit Hours: 3
Description This course will cover the statistical concepts typically taught in an AP Statistics class. These include: linear regression, two-way tables, the binomial distribution, sampling distributions, statistical inference for means and proportions, power, chi-square tests, and inference for regression. Some experience with basic statistical concepts (mean, standard deviation, elementary probability) is necessary. The course will be inquiry-based, and will emphasize applications. Software (Excel) and calculators will be used for most analyses.
STAT 892 and CSCE 896 are offered during the same two week period (June 8-19, 2009) with one offered in the morning and one in the afternoon. This provides high school mathematics teachers with an excellent opportunity to take two graduate courses that will contribute significantly to their ability to offer a statistics and a computer science course to students in their high schools.
MATH 896: Seminar in Mathematics (on Complex Analysis)
Audience Secondary math teachers interested in professional development opportunities to deepen their understanding of the complex number system.
Details July 13-17 and July 20-24, 2009 8:00 AM - 12:00 PM Section Number: 691 Call Number: 4263 Credit Hours: 3
Description This will be a very visual course which will utilize GeoGebra and other software to discover properties of complex arithmetic and transformations. While the course will focus more on the visual nature of complex transformations and their properties, many will also be proven using algebraic methods. For example, beginning with the xy-plane, one can use the symbol i as a place holder to write the coordinate pair (a, b) as a+bi and use properties of the distributive property to define addition and multiplication in the complex plane. Using this geometric connection, the relationship between complex arithmetic and planar geometry is astounding and will play a major role in the topics addressed in the course.
Topics will include: complex arithmetic, polynomials, power series (Taylor series), mobius transformations, complex functions, differentiation, integration, and possibly, harmonic functions. With each of these topics there are striking geometric characteristics that will serve as motivation for further investigation.
Homework will be assigned nightly and a more lengthy summative assignment will be due August 14, three weeks after the last class session.
This course will be topically coordinated with the course TEAC 896 Problems in Secondary Education.
Text Visual Complex Analysis, by Tristan Needham
TEAC 896: Problems in Secondary Education
Primary Audience Secondary math teachers interested in professional development opportunities to deepen their understanding of how the complex number system relates to the curriculum.
Details July 13-17 and July 20-24, 2009 8:00 AM - 12:00 PM Section Number: 691 Call Number: 4234 Credit Hours: 3
Description This course will focus on three themes related to complex numbers in the secondary mathematics classroom. First, we will look at the historical background: Who discovered -- or should we say "invented" -- complex numbers? Second, what is the importance of complex numbers in the secondary mathematics curriculum? What prerequisites are needed, both in terms of content and students' reasoning ability, for understanding the complex numbers? Which advanced courses require knowledge of complex numbers? Third, we will explore technologies, including GeoGebra, for studying complex numbers and the applications of complex numbers developed in MATH 896, Complex Analysis.
These three themes will be studied concurrently during the two weeks of on-campus instruction. An extended home work assignment following the two week session will also include work related to each of these three themes.
This course will be topically coordinated with the course MATH 896 Seminar in Mathematics on Complex Analysis with instructor Prof. Gordon Woodward, and will use a "block scheduling" format, with each day divided into group work, individual study, and presentations by students, the instructor, and guest presenters. While the class will meet in a computer classroom, students will need access to the Internet outside the classroom.
Text An Imaginary Tale: The Story of "i" [the square root of minus one] (Paperback), by Paul J. Nahin.
Courses for Secondary Science Teachers
NRES 814: Laboratory Earth
Audience Middle level and secondary science teachers
Prerequisites None
Details July 13 - August 13 offered as a distance education course July 20 - 23, 2009 8:00 AM - 12:00PM on the UNL campus Section Number: 691 Call Number: 4285 Credit Hours: 3
Description This course focuses on the fundamental concepts in the Earth and physical sciences in the understanding of Earth's natural resource systems. Participants will gain a broader understanding of rock and mineral, water, soil, and energy resources. A focus will be placed on social factors, human dependence, and the impact of these on natural resource systems.
NRES 814 is a "blended" distance education course offered during the 2nd five week summer session with an on-site component in Lincoln, July 20 - 23. The remainder of the course will utilize UNL's Blackboard web site to communicate with teachers.
NRES 814 is being offered in conjunction with TEAC 842. Although each is a stand-alone course and be taken independent of the other course, a portion of TEAC 842 will focus on social aspects of science, a component of NRES 814, and how to incorporate this into an inquiry classroom. Thus, the paired courses offer an excellent opportunity for a science teacher to earn 6 hours of graduate credit this summer by taking both courses. The face-to-face session on the University of Nebraska-Lincoln campus is a required part of the course.
TEAC 842E: Objectives and Methods of Science Teaching
Audience Middle level and secondary science teachers (grades 6-12)
Prerequisites Graduate Standing
Details July 13 - August 13 offered as a distance education course July 20 - 23, 2009 1:00 PM - 5:00PM on the UNL campus Section Number: 691 Call Number: 4293 Credit Hours: 3
Description This course will examine the underlying theory base for science teaching including an examination of the purpose of education; the nature of science; and the characteristics of the learner. The course will apply the theory base to the inquiry approach, and learning in an inquiry-centered classroom. A focus will also be placed on examining social factors related to science and how to incorporate these into an inquiry approach.
TEAC 842 is a "blended" distance education course offered during the 2nd five week summer session with an on-site component in Lincoln, July 20 - 23. The remainder of the course will utilize UNL's Blackboard web site to communicate with teachers.
TEAC 842 is being offered in conjunction with NRES 814. Although each is a stand-alone course and be taken independent of the other course, a portion of TEAC 842 will focus on social aspects of science, a component of NRES 814, and how to incorporate this into an inquiry classroom. Thus, the paired courses offer an excellent opportunity for a science teacher to earn 6 hours of graduate credit this summer by taking both courses. The face-to-face session on the University of Nebraska-Lincoln campus is a required part of the course.
