RU Math Partnership Program: Class schedule

MATH 600: Foundations of the Number System

This course will provide a mature mathematical foundation for the number systems used in secondary and post-secondary mathematics courses, with an emphasis on rigorous logical and set-theoretical foundations of the natural numbers, integers, rational numbers, and real numbers. The course will also cover the common algebraic extensions of the number systems, and familiarize students with the historical development of the number systems.

MATH 623: Algebraic Reasoning and Mathematical Structures

Abstract algebra with a focus on topics directly related to high school algebra and geometry: basic number theory, rings of integers and polynomials, elementary group theory, fields, classical geometric constructions, and the insolubility of the quintic. Applications will be considered as time permits. A computer algebra system will be employed in examples and assignments.

MATH 630: Algebra and Functions

This course examines concepts of advanced algebra and algebraic reasoning, function analysis, and linear algebra. This course will emphasize real world applications of each of the topics. This course is meant to build upon students’ conceptual knowledge of undergraduate algebraic concepts and linear algebra concepts.

MATH 635: Euclidian and Non-Euclidian Geometry

The development of Geometry as an axiomatic system starting with pre-epoch Greece, and following through to Non-Euclidean Geometries. This coverage will include the development of the School-based SMSG (School Mathematics Study Group) geometries. The geometries examined will consist of Euclidean, Neutral, and Elliptic and Hyperbolic (non-Euclidean) geometries. Euclidean Geometry is expanded using an Abstract Algebra point of view to introduce transformational geometry. Then fractal geometry is developed using recursive transformations of geometric objects. Projective geometry will be examined through perspective drawings.

MATH 641: Mathematical Analysis and Modeling

Examines mathematical models of real life phenomena and develops solution strategies for open-ended problems. The models are based on Calculus, Differential Equations and Linear Algebra; they may include discrete and continuous population models, diffusion processes, business and economics models, continuous and discrete optimization problems with calculus and linear programming. Software may include Excel, Maple, Matlab or similar programs.

EDET 620 [Educational Technology]: Applications, Applied Research and Integration

This course emphasizes educational technologies appropriate for use in Algebra I, Algebra II, AFDA, and

Geometry. To promote balanced mathematics instruction, the course helps teachers to thoughtfully use a variety of technological resources and tools to support students’ learning. Content is aligned with Virginia SOLs and national standards for technology and for Algebra I, Algebra II, AFDA, and NCTM Communication Standard for grades 9-12. EDET 620 emphasizes research, practice, and policy involving current technologies in education and uses mathematics software such as Fathom, GeoGebra, Excel, and Mathematica. Students learn mathematics applications of databases, spreadsheets, Internet tools, and tools to create multimedia projects.

STAT 644: Applied Statistics

In this course students will develop a comprehension of, and an ability to perform, statistical methods that are most common in educational research. Emphases will be placed on statistical concepts that will prepare teachers to teach AP Statistics and to critically examine and comprehend the data analysis in educational literature. Graphing calculators and computer software may be used to analyze and display data. Lecture and self-directed learning will primarily be used.

NASA Institute for High School Mathematics

NASA Institutes are 2-week PD programs offered for 16 mathematics teachers, delivered on-site at NASA Langley. The summer programs include the development of published unit plans based on VA mathematics SOLs. NASA’s goal for this program is to make a significant impact on building an educator workforce that is skilled in teaching innovative design and simulation-based engineering. The direct outcomes of this program are increases in teacher knowledge of MODSIM and (2) the creation of lesson plans that integrate MODSIM into high school mathematics. The program has five components: (1) specialized MODSIM training, (2) guest presentations by NASA engineers, (3) Aerospace Education Services Project presentations, (4) tours, and (5) mentoring.

STEM Workshop - Summer 2018

VA’s SOLs provide the foundation for this workshop. The annual, 1-week VT-STEM Workshop for mathematics teachers is designed to help teachers develop educational materials and interact with VT engineering faculty. The direct outcome of the program is: (1) Increasing teachers’ familiarity of engineering concepts; and (2) Increasing teachers’ ability to develop interdisciplinary mathematics lessons. Workshop topics related to math include: (1) Structural stability, equilibrium equations; (2) Analysis of geometric shapes in structural systems; (3) Wireless applications in communication; (4) Modulation theory—AM versus FM.

Virtual School-Based Professional Developments

Spring 2018

Title:

GeoGebra

Description:

GeoGebra is a free, open-sourced, mathematics software with more than 30 million users (2+ million in the U.S.) from over 190 countries. It contains Algebra, Geometry, 2-Dimensional Graphics, 3-Dimensional Graphics, Probability, Spreadsheet, and CAS perspectives that work interactively with each other to help teachers enhance student learning within their classrooms.

Session 1:

WED 2/7/18 from 5:00 – 6:30 p.m.

Session 1 Description:

Using GeoGebra to Discover, Remediate, Differentiate, & Assess In this first sub session, participants will have opportunities to interact with several powerful, ready-to-use GeoGebra applets that powerfully illustrate how teachers can use GeoGebra as a platform for discovery learning, a resource for meaningful remediation, a tool to differentiate instruction, and a source of ongoing formative assessment. Participants will create a free GeoGebra account and will also have an opportunity to explore GeoGebra’s entire platform. If desired, participants can also create one (or more) GeoGebra Books in which they can file links to these pre-made resources for quick and easy access at any time.

Session 2:

WED 2/14/18 from 5:00 – 6:30 p.m.

Session 2 Description:

Exploring GeoGebra’s Graphing Calculator, Geometry, 3D, and Classic Apps In this sub session, participants will have opportunities to actively explore these four apps that can be easily accessed from GeoGebra’s home page. Participants will actively experience how easy-to-use these apps really are and how they naturally (and quickly) help foster student exploration and discovery learning within a variety of mathematics courses. In addition, participants will be shown clear & specific exploratory and higher-level activities with which they can engage students within each app. Similarities and differences among these four apps will also be highlighted and discussed. Using GeoGebra as a LMS Platform: Assigning Student Tasks within GeoGebra and Google Classroom In this sub session, participants will actively experience how GeoGebra’s Groups Feature demonstrates elements thematic of a Learning-Management-System (LMS). Participants will be shown how to assign GeoGebra tasks for students within the GeoGebra platform itself and within Google Classroom (optional). Participants will be able to see how this powerful feature can be seen from both the teacher’s and student’s perspective. Participants will also be able to, within this context, assume the role of the student and engage in 1 (or more) discovery learning activities.

Session 3:

WED 2/21/18 from 5:00 – 6:30 p.m.

Session 3 Description:

Sample GeoGebra Lesson Demonstrations Participants will assume the roles of students within the secondary mathematics classroom. By doing so, they will actively experience several examples of dynamic learning environments where GeoGebra can serve as a primary tool to foster active, student-centered, discovery-based learning. In addition, participants will experience how GeoGebra can serve as a secondary tool for meaningful remediation that conceptually reinforces student discovery of previously learned concepts. As participants engage in these dynamic lesson activities, they will also experience how GeoGebra can simultaneously differentiate and help formatively assess students' understanding of concepts. Participants will be able to access to electronic copies of these lesson activities. Concepts addressed in these lessons will be those found in Algebra 1, Geometry, PreCalculus, and Calculus curricula.

Session 4:

WED 2/28/18 from 5:00 – 6:30 p.m.

Session 4 Description:

GeoGebra Worksheet + Applet Creation: Fostering Discovery-Based Learning Participants will learn how to effectively use and modify the GeoGebra toolbar to create various applets (with different degrees of scaffolding) for students. We will, together as a group, construct a very basic, yet powerful GeoGebra applet that we'll each upload as a worksheet to our GeoGebra Resources page. This worksheet can then be accessible to students at any time. Through this, we will experience how easy (and user-friendly) it is to effectively use several of GeoGebra’s tools and modify the GeoGebra toolbar. Independent and Interdependent Explorations: Putting What We’ve Experienced to Use! Participants will have an opportunity to independently and/or collaboratively put their newly acquired GeoGebra skills to use! Participants (who are interested) will be able construct GeoGebra applets intended to help students actively discover future concepts to be learned within their classes. Participants can also use this time to research GeoGebra’s vast database of 1,000,000 + pre-made materials from their Resources page. Any participant can easily copy a GeoGebra worksheet from this page and modify it to help make it fit the learning needs of his/her students. In addition, smaller sub sessions (for any interested participant or groups of participants) can be held with respect to any of these miscellaneous topics (or requested topics): Creating Custom Tools, Creative Uses of Sliders, etc.

Presenter:

Mr. Tim Brzezinski is an Independent Mathematics Education Consultant, Educational Technology Content Developer, Accredited GeoGebra Trainer, and an avid GeoGebra enthusiast. He has 15 years of experience teaching high school mathematics and currently teaches mathematics courses part-time at Central Connecticut State University.

Title:

Transformative Thinking: Teaching social justice issues through mathematical inquiry.

Date:

April 4 and April 11 2018

Time:

4:30-6:00pm.

Instructor:

Mr. Alex Moore, Math Teacher, Community School & Education Consultant

Spring 2017

Title:

Teaching by Inquiry: How to Teach by Asking Questions

Description:

This is a free online professional development opportunity to learn about inquiry in three 1-hour sessions.
Teachers will learn the levels of inquiry, how to create an inquiry lesson, how to guide students in the questioning process, and will design an inquiry lesson that they can implement with their own students.
Inquiry-based Learning can be a very engaging way to learn mathematics. Students self-regulate the learning process and are responsible for asking high-quality questions that guide their inquiry into the topic. Because of its nontraditional nature, this style of teaching can be perplexing. However, with careful design and implementation, inquiry can be used to teach almost every topic in mathematics. It doesn’t replace all direct instruction but much of the math curriculum can be greatly enhanced with the addition of inquiry-based lessons.

Date:

March 14th, 21st, & 28th 2017

Time:

5:00-6:00pm.

Instructor:

Mr. Alex Moore, Math Teacher, Community School and Masters Candidate, Radford University

Fall 2016

Title:

Assessment in the Mathematics Classroom: Measurement and Evaluation

Description:

Assessment is an essential part of teaching and learning. Many teachers find that changing the way they assess their students' learning significantly improves their teaching effectiveness.
This session will begin with a brief presentation designed to provide a framework for assessment, measurement, and evaluation. Participants will acquire a better understanding of how to develop effective classroom test. This session will be practical in that participants will develop a "table of specification" using the Common Core Mathematics Standards and become more knowledgeable regarding how to use a variety of measurement techniques. Participants will also be able to communicate more effectively why they used particular assessment methods, and why those methods are better than the alternatives.

Date:

Wednesday, November 9, 2016

Time:

5:00-8:00pm.

Instructor:

Dr. Shelia McGee Ingram, Professor of Mathematics Education at Birmingham-Southern College

Spring 2016

Title:

Teacher Leadership Professional Development Series: Part 2

Date:

Wednesday, April 13, 2016

Time:

5:00-8:00pm.

Instructor:

Dr. Brad Bizzell, Associate Professor and Program Coordinator for Educational Leadership at RU.

Title:

Problem-based Learning in the Mathematics Classroom

Date:

Wednesday, April 27, 2016

Time:

5:00-8:00pm.

Instructor:

Dr. Shelia McGee Ingram, Professor of Mathematics Education at Birmingham-Southern College

Fall 2015

Title:

Teacher Leadership Professional Development Series: Part 1

Date:

Thursday, November 12, 2015

Time:

5:00-8:00pm.

Instructor:

Dr. Brad Bizzell, Associate Professor and Program Coordinator for Educational Leadership at Radford University.

Title:

Geometry For Secondary Teachers:

Date:

Thursday, December 10

Time:

from 5:00 – 8:00pm

Instructor:

Dr. Agida Manizade, Associate Professor of Mathematics Education, Department of Mathematics and Statistics at Radford University.