NMSSI Course Catalog 2025

Number sense and operations in the context of rational numbers, geometry and algebra in grades 4-6 curriculum, and how the mathematical content in grades K-3 (e.g., Taylor-Cox, 2003) lays a foundation for abstract thinking beginning in grades 4 and beyond. Designed to develop a depth of understanding sufficient to enable the teacher to be a disciplinary resource to other K-3 teachers.

This 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. 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, probability and Bayes Theorem.

The integers. The Euclidean algorithm, the Fundamental Theorem of Arithmetics, and the integers mod n. Polynomials with coefficients in a field. The division algorithm, the Euclidean algorithm, the unique factorization theorem, and its applications. Polynomials whose coefficients are rational, real or complex. Polynomial interpolation. The habits of mind of a mathematical thinker. The conceptual underpinnings of school algebra. 

Techniques, plans, and procedures for improving instruction in mathematics. Analysis of current instructional and supervisory practices. Evaluation of research and instructional materials. This course is devoted to the role of manipulative materials (both concrete and virtual) in promoting mathematics learning. A philosophy of using manipulatives is developed and integrated with a range of experiences proven effective in helping students learn mathematics. The topics and materials will range from primary to middle grades to secondary mathematics.

Description forthcoming

This course surveys phenomena related to moons in our solar system. Although Earth’s moon receives the largest focus, we also explore the moons of other planets in our solar system and implications for exoplanet moons. Some of the phenomena to be studied include phases; eclipses; tides and tidal heating; circularization of an orbit and synchronous rotation; resonances with other objects; and we explore sufficient planetary geology to discuss interesting characteristics of the moons. We discuss lessons learned from past eclipses and how to apply these to outreach activities for upcoming eclipses. 

This course, directed toward in-service teachers, comprises a 16-day inquiry-based field course and science-immersion discovery experience in Wyoming, Nebraska and South Dakota. The primary aims of this course are to improve educators' ability to teach inquiry, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that teachers can integrate into K-12 science learning environments. The major goals of GEOS 898 are:

• To enhance the 'geoscience experience' for in-service science educators and their future students;
• To demonstrate inquiry concepts and skills that K-12 educators are expected to understand and employ;
• To inspire science educators to use inquiry and geoscience as unifying themes in their teaching activities;
• To provide all participants with a 'tool-kit' of effective inquiry-based teaching practices in all science fields.

Through a collaborative teaching and learning structure, all course participants will learn about geology, geoscience education, group dynamics, and more about themselves. The course will follow a route through Nebraska, Wyoming, and South Dakota and will expose you to scientific principles and practices through discovery- and inquiry-based learning. You will observe and study a variety of natural phenomena (with a focus on Earth processes and geological history). You will utilize science process skills to include: documentation, classification, question formulation, development of hypotheses and models, debating interpretations, and developing higher-level questions, etc. Evening discussions will be conducted around the campfire where we will explore effective teaching practices. You will work to develop tools and techniques to teach others what you have learned. You will collaborate with your peers to evaluate, compare, criticize and adjust your work. At the end of the course we will visit a site where you will engage in an authentic geologic exercise and apply the skills you have learned over the previous 10 days to construct a geologic history for the region. A video about the course provides information and testimonials from former participants, watch it here (may not work in Google Chrome).

Department consent will be required to register; e-mail dharwood1@unl.edu. All costs for food, accommodation, and transport are provided at no cost. This field course involves tent camping and moderate hiking, so participants should be in good physical condition.

Study of the nature of science (NOS) as a human endeavor, its basis in uncertainty, the power and limits of scientific theories, the development and replacement of theories over time, and design of science activities/lessons/units that illustrate these principles.