|Courses for Middle Level Teachers|
||Math as a Second Language
||Introduces an understanding of arithmetic (number), operation and (introductory) algebra as a means of communicating (i.e. as a language) and lays the foundation for developing the habits of mind of a mathematical thinker.
||Functions, Algebra, and Geometry
||Deepens teachers’ understanding of the concepts of variable and function, problem solving, measurement (especially length, area, volume), and geometric modeling; with emphasis on the connections between these concepts. NOTE: this course is not open to teachers with secondary certification except in special cases; this course is intended for those with elementary and/or middle level certification. You may not get credit for Math 802T after taking Math 810T or Math 811T.
||Experimentation, Conjecture and Reasoning
||Focuses on problem solving, reasoning and proof and communicating mathematics, bringing participants to the next level in the developing mathematical habits of mind.
||Concepts of Calculus
||Develops 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.
|Courses for Middle Level and High School Teachers|
||Discrete Mathematics for Teachers
||Designed to deepen knowledge of discrete mathematics as it relates to topics covered in middle through high school curricula through hands-on explorations which emphasize problem-solving strategies.
||Number Theory and Cryptology for Teachers
||This course focuses on basic number theory results and encryption which are needed to understand the number theoretic RSA cryptography algorithm with emphasis on connections to school mathematics.
||Using Math to Understand Our World
||Uses a series of projects to study the mathematics underlying several socially-relevant questions (i.e. real-world problems, such as how to use mathematics to understand the spread of a disease) and the construction of models to describe them. NOTE: Math 807T is not open to teachers who have completed Math 809.
|MATH 807 and 808
||Capstone courses: Mathematics for Teachers I and II
||Analysis of the connections between college mathematics and high school algebra, pre-calculus, and geometry.
|Courses for High School Teachers|
||Algebra for Algebra Teachers
||Helps algebra teachers better understand the conceptual underpinnings of school algebra, and how to leverage that understanding into improved classroom practice. NOTE: If you did not take a modern/abstract algebra course as an undergrad, you may wish to take Math 802T first.
||Functions for High School Teachers
||Studies functions in the pre-calculus, high school mathematics curriculum from an advanced viewpoint, investigating their utility in advanced courses, their applications and their connections to calculus.
||Geometry for Geometry Teachers
||Strengthens the mathematical background for teaching high school geometry by contrasting the fundamental concepts of Euclidean geometry with non-Euclidean geometry.
||Linear Algebra for Teachers
||Concepts of linear algebra form key connections between much of what underlies the H.S. math curriculum and advanced mathematical topics and real-world applications. This course studies the relationships between linear equations, linear transformations and the geometry of lines and planes, along with their behavior and practical applications.
||Mathematical Modeling for High School Teaching
||Uses a series of projects to study the mathematics underlying several socially relevant questions and the construction of models to describe them. NOTE: Teachers cannot receive credit for both Math 807T and Math 809.
||Special Topics: Secondary-Integrated STEM
||This course will engage 6-12 teachers in project-based learning experiences which integrate STEM in intentional and meaningful ways. Teachers also will develop the depth of content knowledge needed to implement various integrated STEM lessons in their own classrooms. In addition, the course will address effective strategies for further integration and implementation of STEM content. Note: Math 896 is a special topics course, and is sometimes offered with completely different content (e.g., in the past, this includes complex analysis for teaching, and differential equations for teaching). Up to three different versions of Math 896 can count toward a master's degree.
|Electives from other departments|
||Introduction to Education Assessment
||This is a course in the theory and application of educational assessment. Main topics include test design, item writing, reliability, validity, and statistical analysis of test data, with an emphasis on practical applications of assessment in the classroom. An understanding of these topics can help teachers more effectively use assessment information to improve teaching and learning via “data-based decision-making.”
||Social Psychological Processes in the STEM Classroom: Activating STEM Identities
||This 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.
||Inquiry Into Teaching and Learning
||This 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. This course is an introduction to education research, and is usually offered in general online sections for teachers (not math-specific).
||Focuses on building an understanding of mathematics curriculum development, including historical and contemporary issues that influence curriculum planning and educational change. This course is usually offered in general online sections for teachers (not math-specific).
||Improvement of Instruction in School Mathematics – Secondary: Special Topics – Classroom Discourse
||This 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.
||Teaching Mathematics with Technology
||The focus of this workshop is on developing skills for using GeoGebra and other technologies 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. Note: there is also a K-8 version of this course.
||Responsive Instruction in the Elementary Classroom
||The 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. NOTE: this is open to elementary/middle level teachers only.
||Integrating Geometry Teaching and Learning
||The course focuses on current research and practices of teaching, learning and assessing geometry from multiple perspectives. Participating teachers will be challenged to understand geometry at a deeper level and become more effective through improved lesson design, reflection, and collaboration.
||Integrating Mathematics Teaching and Learning
||This course will focus on the learning and teaching of functions and other key ideas in the ideas in the high school curriculum from algebra to introductory calculus. The goal is to explicitly apply the advanced mathematics learned to the improvement of classroom instruction. The course employs a variety of technologies in a modified Lesson Study design that repeatedly cycles through (1) the learning of a concept, (2) the development of an exemplary classroom lesson about the concept, and (3) the improvement of the lesson through reflection.
||Teacher Learning about Reasoning & Sense Making in Secondary Mathematics
||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 state tests. This course is regularly offered online.