# Nebraska Math & Science Summer Institutes 2018

### 2018 Course Catalog

NMSSI Course Catalog Filters | ||
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|Math|ScienceAll Courses | |K|1|2|3|4|5|6|7|8|9|10|11|12All Grades | |Western|South Central|North Central|Eastern|OnlineAll Regions |

25 courses selected. Use the filters above to display only the courses that match your preferred criteria |

Click course numbers for full course information | primary audience | secondary audience |

NMSSI Courses for Mathematics Teachers |
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CYAF 890 - Workshop Seminar: Early Childhood, Differentiation for Accelerated Learners in Mathematics Audience: K123456789101112Credit Hours: 3 Location: La Vista Dates: June 4-8, 9:30am - 3:30pm with additional work onlineThe focus of this three-credit course is to use an equity lens to enhance mathematics instruction in the early childhood and elementary setting (Preschool through grade 6). Specifically, the course is designed to enhance teachers’ understanding of how accelerated learners approach mathematics, and provide opportunities for practicing teachers to closely examine: (a) the mathematical reasoning of accelerated learners, (b) instructional strategies that appropriately challenge more advanced mathematics learners, (c) assessment practices that focus on tasks that promote high levels of cognitive demand, and (d) enrichment resources or materials aligned to Nebraska’s standards and expectations. In addition, students will use Gutierrez’s four dimensions of equity when planning or implementing lessons to address the needs of all children—particularly focusing on the specific strengths, needs, and challenges of working with accelerated learners in early math. |

MATH 800P - Number and Operation for K-3 Math Specialists Audience: K123456789101112Credit Hours: 3 Locations: La Vista, North Platte Dates: multipleThis course of Primarily Math strengthens teachers’ conceptual knowledge of number and operation in the K-3 mathematics curriculum and connects the intuitive mathematical understandings that children bring to school with an understanding of place value in the K-3 curriculum. The significance of base 10 in our place value system, along with its role in arithmetic operations and their properties, is a major emphasis of the course. Math 800P is only open to ESU 3 teachers and Omaha Public Schools teachers. |

MATH 800T - Math as a Second Language Audience: K123456789101112Credit Hours: 3 Location: La Vista Dates: June 11-15, 7:30am - 4pmThis ITEAM course will help you align your teaching with the new Nebraska standards and the new Common Core standards in mathematics by focusing on the development of "habits of mind of a mathematical thinker". The approach is to understand arithmetic (number) and (introductory) algebra as a means of communicating mathematical ideas, and will stress a deep understanding of the basic operations of arithmetic, as well as the interconnected nature of arithmetic, algebra and geometry relating to the grades 3-7 curriculum. Math 800T is not open to teachers who have secondary certification. For Summer 2018, MATH 800T is only open to ESU 3 and OPS teachers. |

MATH 801P - Geometry, Measurement & Algebraic Thinking for K-3 Math Specialists Audience: K123456789101112Credit Hours: 3 Locations: North Platte, La Vista Dates: multipleThis course of Primarily Math promotes a deep understanding of geometry, measurement and algebraic thinking and its role in the K-3 mathematics curriculum. Emphasis is placed on mathematical argument related to geometric relationships, measurement, spatial reasoning, patterns, relations and functions. Math 801P is only open to ESU 3 teachers and Omaha Public Schools teachers. |

MATH 803P - Algebraic Thinking for the Elementary Classroom Audience: K123456789101112Credit Hours: 3 Location: Omaha Dates: July 9-13, 8am - 5pmDiscussion will revolve around student understanding of Algebraic properties of mathematics as participants examine case studies, video segments and student work samples. Participants will explore instructional strategies for fostering Algebraic thinking that are appropriate for both the primary (K-2) and intermediate (3-5) elementary classrooms. |

MATH 804P - Problem Solving & Critical Thinking for Elementary Teachers Audience: K123456789101112Credit Hours: 3 Locations: Omaha, La Vista Dates: multipleThe course seeks to build a strong foundation for the teaching and communication of mathematical concepts by the hands-on development of critical-thinking skills via problem-solving experiences. It provides a guided opportunity for the implementation of problem-solving instruction that is aligned with the new Nebraska mathematics standards in both the primary (K-2) and intermediate (3-5) elementary classroom. The La Vista section of this course is part of ITEAM and is only open to ESU 3 teachers and OPS teachers. |

MATH 804T - Experimentation, Conjecture & Reasoning Audience: K123456789101112Credit Hours: 3 Locations: Gretna, Holdrege Dates: multipleThis course focuses on problem solving, reasoning and proof and communicating mathematics. 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. |

MATH 806T - Number Theory & Cryptology for Secondary Teachers Audience: K123456789101112Credit Hours: 3 Location: Lincoln Dates: July 9-13, 8am - 5pmThis 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 to middle level mathematics and promotes a deep understanding of the integers and their properties. Elementary methods for encoding and decoding are introduced to elucidate the nature of cryptology. These methods are readily adaptable as enrichment activities in the classroom. |

MATH 807T - Using Math to Understand Our World Audience: K123456789101112Credit Hours: 3 Location: Online Dates: May 14-July 6This course will examine the mathematics underlying several socially-relevant questions from a variety of academic disciplines. Mathematical models of problems will be constructed and studied using a variety of topics and basic skills in algebra, functions, statistics and probability. Sources will include original documentation whenever possible (such as government data, reports and research papers) in order to provide a sense of the very real role that mathematics plays in society. Math 807T is not open to teachers who have completed Math 809. |

MATH 808T - Concepts of Calculus for Middle Level Teachers Audience: K123456789101112Credit Hours: 3 Location: Omaha Dates: June 18-22, 8am - 5pmDevelops a fundamental understanding of the key mathematical ideas of calculus in order to broaden teachers' mathematical perspective and gain insight into concepts contained in the middle-level curriculum which are related and foundational to the development of calculus. Topics include limits, differentiation, integration, applications and the Fundamental Theorem of Calculus. |

MATH 810T - Algebra for Algebra Teachers Audience: K123456789101112Credit Hours: 3 Location: Lincoln Dates: June 4-8, 11-15, 8am - noon Paired With: TEAC 892 (Lincoln) The main goal of the course is to help Algebra I teachers better understand the conceptual underpinnings of school algebra, and how to leverage that understanding into improved classroom practice. Emphasis is placed on developing the habits of mind of a mathematical thinker. Middle level teachers wishing to take a course focusing on algebra for teachers may wish to consider Math 802T. |

MATH 896 - Special Topics: Elementary-Integrated STEM Audience: K123456789101112Credit Hours: 3 Location: Hastings Dates: June 11-15, 8am - 5pmTeachers will learn to leverage science explorations to provide context and meaning to mathematics instruction in the elementary classroom, while also supporting children’s learning of science. Participants will engage in integrated science/math experiences, deepen their knowledge of concepts needed to integrate math and science in their own classrooms, and learn how to develop rich, integrated lessons to engage children in meaningful and memorable learning experiences. |

SOCI 898 - Social Psychological Processes in the STEM Classroom: Activating STEM Identities Audience: K123456789101112Credit Hours: 3 Location: Lincoln Dates: June 25-29, 8am - 5pmThis class covers a broad range of social psychological topics and processes to help teachers better understand how social context impacts STEM learning. Students will learn about social inequality in STEM fields, and the individual, interactional, and institutional barriers to developing a science identity for youth from a variety of social locations (rural/urban, gender, race/ethnicity, Socioeconomic Status, ELL). The class will learn about implicit bias, stereotype threat, and identity theory, and how they impact formal and informal social interactions and learning in the STEM classroom. They will learn and help formulated practical strategies to reduce their negative impact in order to broaden and widen student engagement in STEM. |

STAT 812T - Statistics for High School Teachers Audience: K123456789101112Credit Hours: 3 Location: La Vista Dates: June 11-15, 7:30am - 4:30pmThis course will cover the statistical concepts typically taught in a high school Statistics class. These include: linear regression, two-way tables, sampling distributions, statistical inference for means and proportions, 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 and statistical thinking. Software and calculators will be used for most analyses. |

TEAC 800 - Inquiry into Teaching and Learning Audience: K123456789101112Credit Hours: 3 Locations: Online Dates: multipleThis course will introduce you to the assumptions about what counts as knowledge underlying particular approaches to scholarly inquiry and will help you identify the factors, forces and audiences that shape any and all forms of educational research. Because this course is online, it does not qualify for the 20% tuition discount. |

TEAC 801 - Curriculum Inquiry Audience: K123456789101112Credit Hours: 3 Locations: Online Dates: multipleThe focus of this course will be on helping participants build an understanding of curriculum development, including historical and contemporary that influence curriculum planning and educational change. The course is intended to provide a solid theoretical introduction to curriculum. 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. Because this course is online, it does not qualify for the 20% tuition discount. |

TEAC 808E - Improvement of Instruction in School Mathematics – Secondary: Special Topics – Classroom Discourse Audience: K123456789101112Credit Hours: 3 Location: Lincoln Dates: July 23-27, 8 am-5 pmThis course will engage secondary mathematics teachers in understanding classroom discourse and its relationship to student learning. Readings, discussions, and activities will provide opportunities for teachers to develop an awareness for how classroom discourse influences the opportunities we provide to students and to provide support for teachers in analyzing their own discourse patterns and their impact on student learning. One of the major components of the work will involve examining your own classroom discourse practices. |

TEAC 880E - Teaching Mathematics with Technology Audience: K123456789101112Credit Hours: 3 Location: Online Dates: May 14-July 6The focus of this workshop is on developing skills for using GeoGebra in the teaching and learning of middle and high school mathematics. Topics found in PreAlgebra, Algebra, Geometry, Pre-Calculus and Calculus courses will be emphasized. Geometry properties and theorems, functions, transformations, conics, data analysis and other mathematics topics will be addressed. Participants will develop interactive mathematics applets, map downloaded files to their curriculum, and develop an implementation plan of action. The online section of this course does not qualify for the 20% tuition discount. |

TEAC 880E - Teaching with Technology: Instructional Technology in K-8 Mathematics Classrooms Audience: K123456789101112Credit Hours: 3 Location: La Vista Dates: June 18-22, 8am - 4:30pmThis course will focus on goal-driven technology use for the teaching and learning of mathematics in elementary and middle grades. A survey of relevant research and theories relating to mathematics technology will provide a foundation for exploring, analyzing, evaluating, and planning mathematics instruction that leverages the affordances of technology in the K-8 classroom. Participants will investigate and demonstrate applications, design assessment and instruction, and enhance curriculum materials to integrate technology across a variety of mathematics topics in elementary and middle grades. This course will offer differentiated reading and assignment options that target both research and classroom practice. |

TEAC 890 - Responsive Instruction in the Mathematics Classroom Audience: K123456789101112Credit Hours: 3 Location: Omaha Dates: July 16-20, 8am - 5pmThe new Nebraska state and Common Core standards for mathematics are based largely on learning progressions. Thus, the aim of this course is to familiarize elementary teachers with mathematical learning progressions by utilizing a set of frameworks developed to provide teachers with a way to analyze student thinking and respond with instruction that guides students through the "next steps" needed to advance and deepen understanding. |

TEAC 892 - Teacher Learning about Reasoning & Sense Making in Secondary Mathematics Audience: K123456789101112Credit Hours: 3 Location: Lincoln Dates: June 4-8, 11-15, 1pm - 5pm Paired With: MATH 810T (Lincoln) This course will focus on three main issues: exploring the nature of reasoning-and-proving in secondary mathematics; establishing criteria for judging the validity of mathematical arguments; and, developing strategies for modifying current textbook tasks to provide more reasoning opportunities for students. Course materials include math tasks, cases drawn from real secondary mathematics classrooms, related student work, and prompts for mathematical and pedagogical discussions and reflections. This is an excellent course to help secondary teachers make immediate improvements to their mathematics classrooms in order to better prepare students for the NeSA-M. |

NMSSI Courses for Science Teachers |
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GEOS 898 - Methods in Geoscience Field Instruction Audience: K123456789101112Credit Hours: 3 Location: Fieldwork Dates: June 9 (on campus), June 10 (depart at 8am), June 24 (return by 5pm)A 16-day, inquiry-based geology field course in which participants will enhance their inquiry skills and experience learning (and camping) in the great outdoors across Nebraska, South Dakota and Wyoming. The primary aim of this course is to improve educators' ability to teach inquiry, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods for 6-12 learning environments. Participants will discover, observe and study a variety of natural phenomena, focusing on Earth processes and geological history. Enrollment is limited to 9. |

GEOS 898 - Nebraska Geology Through Time Audience: K123456789101112Credit Hours: 3 Location: Lincoln Dates: July 9-13, 8am - 5pmThis course is a one-week tour through key events in the geologic history of Nebraska. We will begin 1.8 billion years ago, with the mountain-building events that created the oldest rocks in Nebraska. Subsequently, we will step through time in chronological order, taking a couple of half-day field trips to look at ~300 million-year-old rocks within easy driving distance of Lincoln. The course includes a tour of the paleontology displays in the State Museum, learning in detail about the Highway Paleontology program and Nebraska's Cenozoic Megafauna. We will finish with an overview of relatively recent (~5 million year) geomorphologic and geologic process in Nebraska, so that students are equipped to incorporate a Nebraska-based examples into a variety of learning modules. |

SCIL 800 - Experiential Learning in Food, Energy and Water Systems II Audience: K123456789101112Credit Hours: 3 Location: Lincoln Dates: June 11-15, 8am - 5pmA 1-week workshop designed to support current middle- and high school teachers to a) learn about and experience current water science research and b) translate this research into innovative classroom experiences for their own students. Participants will complete a research apprenticeship with UNL water scientists from multiple research teams that will provide them with a challenging and engaging professional development experience. The course will culminate in the development of a set of instructional plans and resources that reflect participants' experience conducting research on the state's water systems and are aligned with Nebraska's College and Career Ready Standards for Science. |

SOCI 898 - Social Psychological Processes in the STEM Classroom: Activating STEM Identities Audience: K123456789101112Credit Hours: 3 Location: Lincoln Dates: June 25-29, 8am - 5pmThis class covers a broad range of social psychological topics and processes to help teachers better understand how social context impacts STEM learning. Students will learn about social inequality in STEM fields, and the individual, interactional, and institutional barriers to developing a science identity for youth from a variety of social locations (rural/urban, gender, race/ethnicity, Socioeconomic Status, ELL). The class will learn about implicit bias, stereotype threat, and identity theory, and how they impact formal and informal social interactions and learning in the STEM classroom. They will learn and help formulated practical strategies to reduce their negative impact in order to broaden and widen student engagement in STEM. |