MSSST Program
for the Cohort of Teachers from the Canyons, Granite and Jordan School Districts
Basic Information
This is a program for a cohort of secondary school teachers, leading to the degree Master of Science for Secondary School Teachers. The requirements for this degree are: 30-33 credit hours (approved by the candidate's mentoring committee), of which at least 20 must be in the College of Science and 6 project credits. We have designed a program specific to this cohort, consisting of 31 credits: 18 in mathematics, 7 in Teaching and Learning and 6 for the project.
Participants are expected to follow this program as scheduled. Occasionally a conflict may arise, a participant may already have taken a course, or a participant may prefer to substitute another course. Permission for such changes MUST be obtained, at least two months before the beginning of the scheduled course, from the advisors, Marilyn Keir and Maggie Cummings.
During the program, there will be periodic meetings of the cohorts with relevant instructional class in order to discuss progress, compare experiences, and discuss potential impact of the course on the participants' teaching.
At the latest by August, 2010, each participant will be assigned a mentor; together they will design a final project and agree on a timetable for its completion.
When participants have finished their coursework they will take the PRAXIS II examination once again. This is for the purpose of assessment of the participant's gain in knowledge that can be attributed to the program.
Staff
Administative
Peter Trombi, Associate Dean of the College of Science, 801-581-6958
Shelly DeWitt, Administrative Assistant, College of Science, 801-581-6958
Instructional
Dennis Allison, Mathematics, U of U, 801-581-5753
Emina Alibegovic, Mathematics, U of U, 801-581-6710
Maggie Cummings, Mathematics and Science Consultant, Jordan School District, 801-567-8377
Marilyn Keir, Mathematics, U of U, (Advisor), 801-581-3865
Rachel Nance, Teaching and Learning, U of U, 801-581-8221
Michael Purcell, Mathematics, U of U, 801-585-9114
Hugo Rossi, Mathematics, U of U, 801-581-5231
Michael van Opstall, Mathematics, U of U, 801-585-5435
The following schedule is tentative; subject to revision based on information received during the interview process. The goal is to have the students understand high school mathematics (algebra, geometry, probability and statistics, applications) at an advanced level, and to understand the interconnections among these areas and with other disciplines.
- Summer schedule: Tuesdays & Thursdays at 9am – 12:00pm, 1:00pm – 4:00pm
- School year schedule: Tuesday at 4:00pm – 6:30pm, 7:00pm – 9:30pm
Click on the course number to be directed to the course web-site.
Click on the instructor's name to e-mail them.
Click on the course name to read the course description.
Summer 2009
June 9, 2009 to August 6,2009 -
Room E113, Jordan High School, 10000 South State (East side)
- MATH 5900
Professor Emeritus Hugo Rossi
3 Credit Hours - Tuesday & Thursday 9 am-12 pm
Topics in Algebra
This course begins with a review of arithmetic, exposing the underlying algebraic structure of the number system and its computational algorithms. This will be followed by a survey of the high school curriculum, tracing the development of the main concepts, techniques and connections. Both these strands will be guided by issues in learning, as exposed in the MKYT measures [2] and the mathematical questions of [5]. From here, the course moves to topics in number theory, function theory, dynamics - always stressing how this knowledge informs the high school curriculum. For example, the Euclidean algorithm will be developed both in the context of geometric commensurability and the algebraic calculation of the GCD of two integers. The texts [17,18] will be used as a resource for mathematical exposition.
- T&L 6950
Maggie Cummings
3 credit hours - Tuesday & Thursday 1 pm-4 pm
Teaching and Learning Algebra
This course will focus on content-specific pedagogy closely related to the topics developed in the previous course. In addition, participants will deepen their understanding of how to teach mathematics by examining the NCTM Standards, how they were developed, and how they relate to the Utah Core, exploring curriculum standards from other countries, and by investigating current research on mathematics education.
Fall 2009
August 26, 2009 to December 11,2009 -
Room E113, Jordan High School, 10000 South State (East side)
- MATH 3010
Instructor Michael van Opstall
3 credit hours - Wednesday 4 pm-6:30pm
History of Mathematics
Tracing through the historical development of the basic concepts and constructs of arithmetic, geometry, algebra and calculus; examination of the wrong directions taken and the incoherent formulations posited en route to coherence - these activities provide deep insight into the complexity and difficulty behind the simplicity of much of modern mathematics ; leading to understanding of the range of misconceptions that can obstruct a student's thinking. For example, unraveling the early formulations of the quadratic formula, through Cardano and Viete, reveals the obstacles that preconceptions can create, while at the same time, exposing the simplicity beyond those obstacles. The course will follow the developing interactions between arithmetic and geometry in arriving at an effective number system, the introduction of algebra as a tool to solve real-world problems, and the issues of physics, astronomy and geometry that lead to the calculus.
- MATH 5010
Michael Purcell
3 credit hours - Wednesday 7 pm-9:30pm
Topics in Statistics & Probability
Students will learn how the theoretical framework for probability leads to effective methods of counting in the discrete case and estimation in the continuous case. This will be based on a good understanding of sets and additive functions of sets, with applications to combinatorial problems, amplified by Pascal's triangle and fibonacci sequences. Various distributions: Gaussian, uniform, Poisson will be discussed and compared in the context of the problems to which they apply and the range of statistics they lead to. Other topics relate to good methodology in data sampling and evaluation: sampling distributions, central limit theorem, regression and correlation, independence, conditional probability, expected value and moments.
Spring 2010
January 13, 2010 to April 29, 2010 -
Room C8, South Jordan Middle School, 10245 So. 2700 W
- MATH 5900
Assoc. Instructor Emina Alibegovic
3 credit hours - Wednesday 4 pm-6:30 pm
Topics in Geometry
This course will start with the analysis of axiomatic system as customarily presented in high school curriculum and compare it to the Hilbert’s, and Euclid’s approaches. The significance of the parallel postulate will be examined, and the hyperbolic geometry discussed. We will develop transformational geometry following Klein’s Erlangen program, in order to explore different approaches to geometry. We will learn that we can translate geometric problems within our models into algebraic ones, and hence build the stronger connections between algebra and geometry. Throughout the course students will develop their understanding of dimensionality, measurement, orientation, spatial reasoning, logic, and explore how these ideas are developed in more advanced mathematics. Significant amount of time will be devoted to solving geometry problems, and in such a way strengthening participants’ problem solving skills.
- T&L 6950
Maggie Cummings
3 credit hours - Wednesday 7 pm-9:30pm
Teaching and Learning Geometry
This course will focus on content-specific pedagogy closely related to the topics developed in the previous course. In addition, participants will deepen their understanding of how to teach mathematics by examining the NCTM Standards, how they were developed, and how they relate to the Utah Core, exploring curriculum standards from other countries, and by investigating current research on mathematics education.
The courses, Topics/Teaching and Learning in Algebra/Geometry will be coordinated, so that the material is developed in a complementary way, and the pedagogy is content-specific.
Summer 2010
June 7, 2010 to July 30,2010 - Location TBD (U of U Campus)
- MATH 5750
Marilyn Keir and College of Science Faculty
3 credit hours - Monday & Wednesday 9 am-12pm
Science in Mathematics
This is a new course to be designed specifically for this program; it is our expectation it will be integrated into the curriculum for prospective mathematics educators. The goal of the course is to acquaint the students with scientific methodology, and the role played by mathematics in scientific investigations. It will consist of eight one-week modules, each of the first six on a specific scientific problem, and the remaining two weeks spent studying the specific role played by mathematics in each of the areas. For each module, participants will be expected to do either field or laboratory work.
- T&L 6950
Rachel Nance,
3 credit hours - Monday & Wednesday 1 pm-4pm
Sheltered Instruction
This class is designed to align current research on sheltered language instruction with hands-on practical approaches that make content accessible to all students within the context of mathematics classrooms. The course will include an analysis of current research on language acquisition and the academic needs of English Learners within mathematics classrooms. Students will develop the reasoning for and use of specific sheltering instructional strategies to ensure the academic success of English Language Learners. The SIOP Model will provide a framework, that allows class members to demonstrate how those theories and strategies are applied to the classroom to plan for current and future practice.
Fall 2010
August 23, 2010 to December 10, 2010 - Location TBD (U of U Campus)
- MATH 5700
Dennis Allison
3 credit hours - Tuesday 4:30pm-6pm
Capstone Course
Participants will examine secondary school mathematics from an advanced point of view. The topics covered are drawn from abstract algebra, analysis and geometry and are rooted in the core curriculum of number and operations, algebra, geometry, and functions. Students learn to generalize definitions and theorems that help unite and explain mathematics. As they explore familiar problems from a higher perspective, they draw connections between ideas taught in different courses, and understand the mathematical structure and connections in the core curriculum. Through their work in the course, they improve their ability to promote their students' understanding of mathematics and to make better decisions regarding the direction of their lessons and curriculum.
- MATH 6970
TBD U of U Faculty
6 credit hours (3 each semester)
MSSST Project
During the second academic year, participants will be associated with a mentor, chosen on the basis of the participant's expressed interest. Together with the mentor, they will design a project to be initiated during the summer. Throughout the semester College of Education faculty will provide seminars that will provides educators with the knowledge and skills to inquire into and study their own teaching and school practices through action research strategies, and to do so in a community setting of educators. Using this knowledge, the participants may prepare a written action research project that incorporates what they have learned throughout their course work and how it applies to increasing their students’ achievement in mathematics.
Methods for the evaluation of students’ performance will include the evaluation of their participation and involvement during classes, evaluation of their written work in and outside the class, a comprehensive final exam and several projects to be completed individually or in groups throughout the semester. The final projects conducted under the supervision of the faculty member will be defended before the instructors in the program and the members of the cohort.
Spring 2011
Location TBD (U of U Campus)
- MATH 6970
TBD U of U Faculty
6 credit hours (3 each semester)
MSSST Project
During the second academic year, participants will be associated with a mentor, chosen on the basis of the participant's expressed interest. Together with the mentor, they will design a project to be initiated during the summer. Throughout the semester College of Education faculty will provide seminars that will provides educators with the knowledge and skills to inquire into and study their own teaching and school practices through action research strategies, and to do so in a community setting of educators. Using this knowledge, the participants may prepare a written action research project that incorporates what they have learned throughout their course work and how it applies to increasing their students’ achievement in mathematics.
Methods for the evaluation of students’ performance will include the evaluation of their participation and involvement during classes, evaluation of their written work in and outside the class, a comprehensive final exam and several projects to be completed individually or in groups throughout the semester. The final projects conducted under the supervision of the faculty member will be defended before the instructors in the program and the members of the cohort.
Contact Us
Lisa Batchelder
MSSST Program Coordinator, College of Science
1430 Presidents Cir. RM 220
Salt Lake City, UT 84112
(801) 581-3374
batchelder@science.utah.edu
