MUS Online Courses and Programs. The problem of definition: unreliable data Recent Progress: MUS fully online programs Standardization of language for data gathering purposes Universal access: MSU Experience. MSU’s Autumn 2009 Surprise. Over 600 separate sections activated
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This could double next semester.
Thirty credit-hour graduate program for practicing high school teachers
Serves a broad audience
Employs multi-modal delivery
Emphasizes both mathematics content and pedagogy
The diverse perspectives and experiences of this audience contribute to teacher growth:
Teachers seek graduate coursework and advanced degrees to strengthen their knowledge of mathematics content and pedagogy as well as their professional status.
Time and cost constraints increasingly restrict teachers from taking advantage of site-based courses and workshops offered by universities.
UM Masters for Middle Grade Teachers??
Content courses support teaching grades 9-14 mathematics (e.g., geometry, linear algebra, number theory)
Courses in assessment, learning theory, and other topics delve into mathematics pedagogy
Example: In spring of alternate years, Geometry for Teachers and Mathematical Modeling for Teachers are on-line courses. Last summer, Analysis for Teachers and Technology and the Teaching of Mathematics were offered face-to-face; Language of Mathematics and Statistics for Teachers were offered on-line.
How do we approach content courses?
The Problem of Dido (based on story from Aeneid)
Princess Dido (Phoenicia) negotiated for as much land as could be “encircled with a bull’s hide.” She cleverly cut the hide into strips and connected them to outline a large area.
Task for teachers: Among all closed plane curves of a given length, find the one that encloses the largest area.
MATH 533: Historical Strategies and the Teaching of Mathematics
Teachers discussed the problem and were nudged to the strategy of solving a simpler problem, i.e. proving that a maximal n-gon must be regular. (Zenodorus) They were placed in groups and provided a “space” to work together.
Teachers shared their arguments using documents created in GeoGebra, a free, online software package for geometric construction and documentation.
Historical problems were given names because they were challenging and important. They are most valuable in the classroom for the mathematical wondering that they inspire, the myriad of smaller problems they generate, and the sense of purpose they give to the little things we teach in our curriculum. “It is amazing what you can learn by trying the impossible.”
Online learning presents opportunities for a variety of learning tasks in both content and pedagogy:
AR is the ultimate “living laboratory”