Our program follows a "professional development" model for study. As such it has as its primary focus the teacher's continued development as a teacher of mathematics. It is situated in the world of practice and provides direct, explicit, and ongoing links to the teacher's world and classroom. This is accomplished through
A professional development program addresses the world of practice and the world of knowledge in a dynamic way.
All of the courses in this program model interactive and alternative methods of instruction. Often the teachers work on projects together, investigate problems, and collaborate with other colleagues in addition to the university faculty. Our courses each have a strong technology component (calculators, computers, CD ROM, Video Laser Disks, etc.).
In keeping with the non-traditional nature of these courses, each uses a variety of alternative assessment techniques including, but not limited to: exams (oral and written), quizzes, journals, portfolios, group projects, and reports.
Courses are offered two days a week during the late afternoon/early evening time period. A typical program plan is as follows:
The following courses are required (30 units total).
Concepts of fundamental algorithms, graph theory, finite probability theory, random number generation, generating functions, recursion, difference equations, and induction. Topics relating to the high school mathematics curriculum from an advanced standpoint.
Topics from Geometry including: points and lines in a triangle, properties of circles, collinearity, concurrence, transformations, arithmetic and geometric means, isoperimetric theorems, reflection principle
Topics from Function Theory including: mathematical models, linear functions, non-linear functions, transformation, limits, continuity and functions of several variables.
Topics relating to the high school Algebra curriculum from an advanced standpoint including algorithms, fields, and polynomials.
Problem solving using non-routine strategies. Problems to be representative of several branches of mathematics and mathematically based disciplines.
An overview of the historical, philosophical, cultural, and sociological foundation on which mathematics education in the United States and other countries is based.
Examination of assumptions and techniques of educational research. Review of pertinent research studies emphasizing their applicability to educational problems. Statistical concepts, research methodology and computer applications are included.
This course is designed to integrate previous work and experience by emphasizing the application of theoretical models and research designs to the field of mathematics education. Special emphasis is given to analyzing, organizing, and evaluating findings, and communicating the results.
Students choose a school-based project in consultation with their advisor.