Vermont Mathematics Initiative Course Registration: Summer 2023

Discrete math topics are becoming more common in high school curricula and there is an escalating need for teachers to get exposure to ideas, methods and applications in this area in order to be better prepared to facilitate student discovery. This can only happen after teachers have looked deeply at the fundamental ideas which span seemingly unrelated topics, and have developed the habits of mind consistent with mature problem solving. This course will draw from topics in the following areas of study: basic counting methods, the binomial theorem, recursion, modular arithmetic, graph theory, set theory, Latin squares and tournaments, and fair division and voting methods. 

This course is designed for PreK-6th grade teachers, special educators, and math interventionists to deepen their mathematical and pedagogical content knowledge essential for teaching students who struggle with mathematics.
 
Mathematical Coherence in the Elementary Grades is developed with an eye on current teaching/learning research related to early number concepts, additive reasoning, multiplicative reasoning and fractions. These overarching and integrative mathematical “big ideas” form the foundation of PreK-Grade 6 mathematics. Teachers, special educators, and math interventionists will explore the mathematics content related to these topics, the intimate relationship among them, and the important pedagogical strategies and skills educational research suggests can have a strong impact on student learning. Emphasis is placed on teaching these important overarching mathematical ideas to students with special needs.

This course provides for a deep understanding of the basic themes of arithmetic as well as the inter-relationships among arithmetic, algebra, and geometry. A major theme of Mathematics as a Second Language is the understanding of arithmetic and algebra through language. Participants will explore the mathematics content related to these topics, the intimate relationship among them, and the important pedagogical strategies and skills educational research suggests can have a strong impact on student learning.

Participants of this course will work collaboratively to solve problems and experience how problem solving is an integral part of instruction. They will come to recognize the importance of multiple representations of mathematical concepts and multiple solution strategies and how discourse in the classroom supports learning.

Upon successful completion of Mathematics as a Second Language, participants will have preferred status should they decide to apply to the VMI’s master’s program, with these credits transferring into the program.

All courses include 3 graduate credits.