## Western Washington University — Bellingham, WA

#### Teaching K-8 Mathematics I (MATH 381)

__Catalog Description__: Investigations of mathematics topics that focus on logical reasoning, number concepts, and number operations. Emphasis on problem solving, the use of manipulatives and computing technologies, remediation and resource materials, and optimal pedagogical techniques that help students learn quality mathematics.

Quarters taught: Fall 2015, Winter 2016, Winter 2018

#### Teaching K-8 Mathematics II (MATH 382)

__Catalog Description__: Investigations of mathematics topics that focus on proportional thinking, rational numbers, and probability. Emphasis on problem solving, the use of manipulatives and computing technologies, remediation and resource materials, and optimal pedagogical techniques that help students learn quality mathematics.

Quarters taught: Winter 2016, Fall 2016, Winter 2017, Spring 2017, Fall 2017, Winter 2018

#### Teaching K-8 Mathematics III (MATH 383)

__Catalog Description__: Investigations of mathematics topics that focus on geometry, algebraic reasoning, measurement and statistics. Emphasis on problem solving, the use of manipulatives and computing technologies, remediation, assessment and resource materials, and optimal pedagogical techniques that help students learn quality mathematics.

Quarters taught: Spring 2016 (2 sections), Fall 2016, Winter 2017, Spring 2017, Fall 2017, Spring 2018

## Hunter College, CUNY — New York, NY

### Graduate Courses Taught

#### Mathematics Curriculum and Methods (CEDC 705)

__Programs__: MSEd, Childhood Education, Grades 1-6;

New York City Teaching Fellows (MSEd alternative certification program), Grades 1-9 bilingual or special education generalists

__Catalog Description__: An exploration of current thinking about mathematics teaching and learning in the elementary school. Teachers will develop an understanding of the content of school mathematics programs and exemplary curricula and formulate a teaching methodology for the meaningful learning of mathematics. Includes 10 hours of fieldwork.

__Media__: Three models developed for this course: 1) Classroom-based, web-enhanced, instruction, 2) Hybrid: 80% classroom-based/20% online instruction, and 3) Hybrid: 66% classroom-based/33% online instruction.

__Professional Development__: Students enrolled in fall semesters attend the Annual Conference of the *Association of Teachers of Mathematics of New York City*. In the spring, Donna Balter-Meslin is brought into our classroom to facilitate a workshop on making manipulatives and hands-on materials for learning mathematics.

__Pilot Program__: Redesigned course in 2013 with Koellner, K. for supporting students in a new clinically rich Childhood Education program, where students spend two days each week in an elementary classroom.

#### Research Seminar in Mathematics/Science Education, Grades 1-6 (CEDC 743)

__Program__: MSEd, Childhood Education: Mathematics/Science Specialization

__Catalog Description__: An examination of the current research in mathematics and science education. Includes the evaluation of selected mathematics and science education research studies. Students will prepare a comparative, evaluative paper of research related to a specific curriculum topic or problem in the learning/teaching of mathematics and/or science.

#### Research Seminarin Mathematics Education, Grades 7-12 (SEDC 732)

__Program__: MA, Adolescent MathematicsProfessional Certificate

__Catalog Description__: A course in which students will study the research relative to the mathematics curriculum and complete a research project in a field of mathematics education of their choice.

#### Advanced Methods in Elementary Schools: Mathematics, Science, and Social Studies (CEDC 739)

__Program__: MSEd, Childhood Education, Grades 1-6

__Catalog Description__: This graduate advanced methods course builds on and extends the initial methods courses in the areas of mathematics, science, and social studies and also explicitly connects theory from mathematics, social studies, and science methods courses to practice by supporting teacher candidates to design and enact lessons in the context of the elementary school classroom.

__Professional Development__: Students spend a day together exploring the teaching and learning opportunities offered by the National Museum of Mathematics (MoMATH), New York, NY.

#### Independent Study in Statistical Methods in Education (MATH 391; Fan Ny Shum)

__Catalog Description__: Independent study under the direction of a faculty member.

### Undergraduate Courses Taught

#### Mathematics for Everyday Life (MATH 102)

__Catalog Description__: Students will learn how to model real world problems with mathematics, and learn techniques for solving them. Topics include personal finance, statistical reasoning, probability, exponential growth, and voting theory. This course utilizes MyMathLab software.

#### Mathematics for Elementary Education I (MATH 104)

__Catalog Description__: Fundamental and relevant mathematics as recommended by the NCTM for prospective elementary school teachers, including problem solving, sets, logic, numeration, computation, integers and number theory. Required of students planning to teach in elementary schools.

#### Mathematics for Elementary Education II (MATH 105)

__Catalog Description__: Continuation of MATH 104. Continuation of the content of the mathematics recommended by the NCTM for prospective elementary school teachers, including probability, statistics, plane and transformational geometry, congruence and similarity.

#### Mathematics Teaching and Learning in Elementary School (QSTA 406)

__Catalog Description__: Modern methods for teaching mathematics through understanding in the elementary grades.

#### Fieldwork for Mathematics Teaching and Learning in Elementary School and Psychology of Teaching and Learning (QSTAB 302)

__Catalog Description__: Supervised experiences in classroom applications of Mathematics Teaching and Learning in Elementary School and Psychology of Teaching and Learning. Students will complete 6 hours of fieldwork per week for a semester minimum of 75 contact hours to demonstrate the ability to apply knowledge acquired in the Mathematics Teaching and Learning in Elementary School and Psychology of Teaching and Learning courses to effectively deliver instruction in the content areas to individual children, small work groups, and large groups of children.

## Teacher U at Hunter College Program

Mathematics Education Faculty, 2007-2009

*An alternative certification program directed by Dave Levin and sponsored by the Robin Hood Foundation, the Teacher U at Hunter College Program was a result of an innovative partnership between Hunter College, the New York City Charter School Center, and three of the highest performing urban charter school organizations (Achievement First, KIPP: Knowledge Is Power Program, and Uncommon Schools). Faculty from partnering organizations worked collaboratively to develop a unique elementary teacher preparation program, leading to initial teacher certification (grades 1-6) and a Masters degree in education. The program, initially offered through Hunter College (2007-2012), has since transitioned into the Relay Graduate School of Education, New York, NY. *

### Graduate Course Developed and Taught

#### Elementary Mathematics Content and Methods

__Development__: Collaboratively designed the inaugural mathematics course for the graduate Teacher U at Hunter College Program and taught sessions specific to teachers of grades K-1

__Syllabus Description__: Teachers will develop the knowledge, skills, and mindsets necessary to dramatically increase students’ growth and achievement in, and enjoyment of, mathematics. Topics will include number sense, geometry/special sense, operations, parts of a whole, measurement, and algebra. Pedagogical strategies will include using manipulatives, analyzing student work, sequencing objectives, and writing vertically aligned, standardized assessments. Teachers will leave each session with concrete resources, content knowledge, and pedagogical expertise to design effective lessons.

## CUNY Teacher Academy Program

Mathematics Education Faculty, Fieldwork Coordinator, and Subject Area Advisor, 2007-2009

*The CUNY Teacher Academy Program is a unique combined Bachelors and Masters degree program to prepare outstanding high school graduates to teach mathematics and science in New York City public high schools.*

### Undergraduate Courses Developed and Taught

#### Action Research Seminar for Preservice Secondary Mathematics and Science Teachers I and II

__Development__: Designed as part of a $50,000 Teacher Academy Grant: *Reshaping Teacher Education: Formative Assessment as the Basis for New Teaching Tools and an Innovative Apprenticeship*

__Details__: Yearlong seminar held at Manhattan Hunter Science High School, as part of an integrated fieldwork experience. Preservice teachers designed and taught mathematics and science lessons, while collecting and analyzing assessment data to inform their practice.

#### Teaching Secondary Mathematics and Science, Grades 7-12, I and II

__Development__: Designed in conjunction with an integrated fieldwork experience at Manhattan Hunter Science High School

__Details__: Complementary seminar supported preservice teachers in developing exploratory activities, implementing pedagogical strategies, and assessing their teaching practices

__Professional Development__: Students attended the Annual Conference of the *Association of Teachers of Mathematics of New York City*and a *TI N-spire CAS Training Workshop*.

## Montana State University — Bozeman, MT

### Graduate Course Co-Taught

#### History of Mathematics for Teachers (MATH 533)

__Medium__: 100% online instruction

__Catalog Description__: Focus on the history of mathematics as a context for classroom instruction. Includes the changing nature of mathematics, classical problems, proofs and mathematical processes, and the development of teaching units that incorporate the history of mathematics.

### Undergraduate Courses Taught

#### Survey of Calculus (MATH 161)

__Catalog Description__: A survey of basic calculus including limits, differentiation, and integration with applications to business, biology, and social science problems.

#### College Algebra (MATH 121)

__Catalog Description__: Further development of algebraic skills through the study of linear, quadratic, polynomial, exponential, and logarithmic functions.

#### Introduction to Statistics (STAT 216)

__Catalog Description__: Traditional and resistant estimators of location and spread, fundamentals of inference using randomization and classical methods, confidence intervals, and tests of hypotheses.

#### Numbers & Operations for K-8 Teachers (MATH 132)

__Catalog Description__: An introduction to problem solving, sets, rational and irrational numbers, operations functions, numeration systems as mathematical structures, and introductory number theory for prospective elementary school teachers.

#### Geometry & Measure K-8 Teachers (MATH 133)

__Catalog Description__: Introductory coordinate geometry, constructions, congruence and similarity, concepts of measurement, problem solving, probability, and statistics for prospective elementary school teachers.

## University of North Dakota — Grand Forks, ND

#### College Algebra (MATH 103)

__Catalog Description__: Polynomial and rational functions, inverse functions, exponential and logarithmic functions, simple conics, systems of equations, determinants, arithmetic and geometric sequences, the Binomial Theorem.