Teaching Mathematics and Mathematics Education Courses

X.MATH 462: Fostering Algebraic Reasoning 

Description: Participants examine generalizations at the heart of the study of operations in the elementary grades. They express these generalizations in common language and in algebraic notation, develop arguments based on representations of the operations, study what it means to prove a generalization, and extend their generalizations and arguments when the domain under consideration expands from whole numbers to integers. In addition, they investigate the thinking of their own students working on similar ideas by recording and analyzing their own lessons and interviews with their students. Examination of the links between Common Core Math Practice Standards is also included.

Credits: 3

X.MATH-400 | Developing Mathematical Ideas: Building a System of Tens 

Description: Participants will explore the base-ten structure of the number system, consider how that structure is exploited in multi-digit computational procedures, and examine how basic concepts of whole numbers reappear when working with decimals. They will study the various ways children naturally tend to think about separating and combining numbers and what children must understand in order to work with numbers in these ways.

Credits: 2

Offered: Summer

Format: Live classes on campus or online via Zoom

X.MATH-401 | Developing Mathematical Ideas: Making Meaning for Operations 

Description: This course provides opportunities for participants to examine the actions and situations modeled by the four basic operations. The course will begin with a view of young children's counting strategies as they encounter word problems, moves to an examination of the four basic operations on whole numbers, and revisits the operations in the context of rational numbers.

Credits: 2

Offered: Summer

Format: on-campus

X.MATH-402 | Developing Mathematical Ideas: Examining Features of Shape 

Description: Participants examine aspects of two-dimensional and three-dimensional shapes, develop geometric vocabulary, and explore both definitions and properties of geometric objects. The course includes a study of angle, similarity, congruence, and the relationships between three-dimensional objects and their two-dimensional representations. Participants examine how students develop these concepts through analyzing print and video cases as well as reading and discussing research articles.

Offered: Summer

Credits: 2

Format: Live classes on campus or online via Zoom

X.MATH-404 | Developing Mathematical Ideas: Modeling With Data 

Credits: 2

Description: Participants will work with the collection, representation, description, and interpretation of data. They will learn what various graphs and statistical measures show about features of the data, study how to summarize data when comparing groups, and consider whether the data provides insight into the questions that led to data collection.

X.MATH-405 | Developing Mathematical Ideas: Measuring Space in One, Two and Three Dimensions 

Description: Participants will examine different aspects of size, develop facility in composing and decomposing shapes, and apply these skills to make sense of formulas for area and volume.  They will also explore conceptual issues of length, area, and volume, as well as their complex interrelationships.

Offered: Summer

Credits: 2

Format: Live classes on campus or online via Zoom

X.MATH-406 | Developing Mathematical Ideas: Patterns, Functions and Change 

Description: Participants discover how the study of repeating patterns and number sequences can lead to ideas of functions, learn how to read tables and graphs to interpret phenomena of change, and use algebraic notation to write function rules. With a particular emphasis on linear functions, participants also explore quadratic and exponential functions and examine how various features of a function are seen in graphs,tables, or rules. Participants examine how students develop these concepts through analyzing print and video cases as well as reading and discussing research articles.

Offered: Summer

Credits: 2

Format: Live classes on campus or online via Zoom

X.MATH-407 | Reasoning Algebraically About Operations 

Description: Participants examine generalizations at the heart of the study of operations in the elementary grades.  They express these generalizations in common language and in algebraic notation, develop arguments based on representations of the operations, study what it means to prove a generalization, and extend their generalizations and arguments when the domain under consideration expands from whole numbers to integers.

Offered:  Summer

Credits: 2

Format: Live classes or online via Zoom

X.MATH-411 | Mathematics for Elementary Teachers 

Description: This course equips educators planning to teach mathematics at the elementary (K-6) level with the foundations for teaching math and an understanding of the "why" underlying the formulas, procedures, and reasoning. Using an inquiry-based approach, future teachers learn about a range of topics relevant to elementary school (K-6) math pedagogy and curricula. Topics covered include: number sense, operations, data analysis, functional relationships, algebraic thinking, and geometry/measurement. At the end of the course, students are prepared to meet both federal Common Core standards and Massachusetts state standards, and to support their students by using best practices in math education.

Credits: 2

Offered: Summer 1

Format: online

X.MATH-424 | Developing Mathematical Reasoning 

Description: Developing Mathematical Reasoning builds on and extends the work of X.MATH-460 | Connecting Arithmetic to Algebra. Students will work with a five-phase model for instruction in mathematical argument: Noticing, Articulating, Representing Specific Instances,Creating Mathematical Argument, and Comparing and Contrasting Operations. They will examine and implement a set of lessons designed to engage their own students with generalizations about the operations using these phases of instruction. Developing Mathematical Reasoning investigates how this approach to mathematics thinking supports a range of mathematics learners including those who have difficulty with grade-level mathematics and those who need additional challenge. A major focus of the course are student thinking assignments in which participants describe the thinking of their own students and the teacher moves they utilize to support them.

Credits:  4

Offered:  Spring

Format:  Online, mostly asynchronous with four live sessions

X.MATH-460 | Connecting Arithmetic to Algebra 

Description: Connecting Arithmetic to Algebra (CAA) is a year-long professional development experience in which teachers consider generalizations that arise from the study of number and operations in grades 1 through 7. They examine cases of students who are engaged in the process of articulating general claims, working to understand those claims, and learning how to prove them. The course also focuses on how this approach to mathematical thinking supports a range of mathematics learners, including those who have difficulty with grade- level mathematics and those who need additional challenge.

Offered: Fall

Credits: 4

Format: Online, mostly asynchronous with four live sessions

X.MATH-470 | The Process of Teaching and Learning: Math Curriculum Development and Instruction 

Description: Students will learn about developmental math curriculum development and instruction in PreK-6 classrooms. They will construct more extensive understandings of math instruction by developing lessons that implement the Massachusetts Frameworks incorporating the Common Core State Standards for Mathematics. Emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, math talks, problem solving, cooperative learning, and project-based learning. Students will also become more adept at developing effective approaches to using assessment to guide instruction.

Credits: 2

X.MTHED 462: Fostering Algebraic Reasoning 

Description: Participants examine generalizations at the heart of the study of operations in the elementary grades. They express these generalizations in common language and in algebraic notation, develop arguments based on representations of the operations, study what it means to prove a generalization, and extend their generalizations and arguments when the domain under consideration expands from whole numbers to integers. In addition, they investigate the thinking of their own students working on similar ideas by recording and analyzing their own lessons and interviews with their students. Examination of the links between Common Core Math Practice Standards is also included.

Credits: 1

X.MTHED-404DV | Effective Practices for Advancing the Teaching and Learning of Mathematics: 'Developing Students' Mathematical Sense-Making' 

Offered: Spring

Credits: 2

Description: Recent math reform efforts emphasize the importance of developing students' conceptual understanding over teaching procedures for students to memorize. For many teachers, this is a shift in practice because their own experiences in mathematics have been with the latter. In this course we will draw upon some of the leading experts in the field to explore how we can develop students' understanding in the domains of counting and cardinality, geometry, number and operations in base ten, algebraic reasoning, measurement, and functions. In each class session, we will explore one or more domains in depth as we engage in mathematical tasks and analyze student thinking through video and print cases.

X.MTHED-408 | Professional Development for Coaching Mathematics 

Description: This course is designed for elementary math specialists with responsibilities for supporting teachers in the development of strong mathematics education programs. Participants explore issues related to: learning mathematics while in the context of teaching; facilitating the professional development of colleagues; teachers' and students' ideas about mathematics and learning; and fostering a stance of collaborative investigation. By way of a central theme of mathematics learning, the institute will offer coaches opportunities to explore, through the coaching perspective, ideas of number and geometry in the elementary grades.

Restrictions: This course is offered for graduate students; others may register with permission of the instructor.

Credits: 2

Offered: Summer 2

Format: on-campus

Professional Development Option: This course is available as a non-credit class. Interested? Learn more about credit vs. non-credit options.

X.MTHED-409 | Educational Leadership I: Exploring the Rules of Math Teacher Leadership 

Description: This course will explore the roles of teacher leadership in math education at the local, state, and national level. Topics will include coaching, mentoring, writing (blogs, journals, op-eds, articles), professional learning communities (virtual and face-to-face), and advocacy. Participants will consider current issues and challenges facing students and teachers with regard to math education and will work to develop action plans to address these issues in the coming school year.

Offered: Summer

Credits: 2

Format: Live classes on campus or online via Zoom

X.MTHED-410 | Developing Mathematical Ideas: Facilitator Training 

Description: This course focuses on understanding the process of facilitating Developing Mathematical Ideas seminars. Students will analyze key mathematical and pedagogical ideas, examine the affordances of various instructional formats, learn how to respond in writing to the ideas of their seminar students, discuss issues of engaging adult learners, become familiar with the links between Developing Mathematical ideas and the Common Core content and practice standards as well as the NCTM teaching practices, and explore how to situate Developing Mathematical Ideas seminars in their own systems. Students will be actively engaged in every session, working in small group and whole group formats.

Credits: 2

Offered: Summer

Format: Live classes on campus or online via Zoom

Description: This course will support students in developing skills and knowledge to enable them to design and implement professional learning opportunities in mathematics for adults. Activities focus on four aspects: the importance of identifying key ideas and goals for professional learning, strategically using both small and whole group formats, an analysis of the range of professional learning experiences for teachers, and opportunities to practice facilitating professional learning with an audience of teachers.

Offered: Summer

Credits: 2

Format: Live classes on campus or online via Zoom

X.MTHED-412 | Mathematics Coaching: Designing Effective Professional Development 

Offered: Not Scheduled for This Year

Credits: 3

Description: This course provides opportunities for math specialists/coaches of grades K-8 to design, develop, critique, implement, give, and receive feedback on mathematics professional development experiences that align with the Common Core standards and the particular needs of the school/district's participating staff. Topics include staying focused on mathematics while developing collaborative relationships, communicating with teachers and administrators, developing leadership skills, and continuing to be a learner. Emphasis will be placed on learning how to move a school and/or district toward their mathematics goals by providing both support and press for teachers who teach mathematics.

Restrictions: This course is limited to graduate students only

Advisory prerequisites: Prior experience with a DMI seminar recommended.

X.MTHED-413 | Supporting the Range of Learners in Mathematics Classrooms 

Offered: Spring

Credits: 2

Description: Every teacher wants each student to achieve to the highest levels. And yet knowing how to do this can feel hard, overwhelming, and/or unclear. To make diverse classrooms feel more manageable and productive, this course will provide concrete methods and strategies teachers can use in classrooms to support all students. Students will engage in interesting mathematics every session; leave each session with something concrete to try in your classroom; read and analyze current research on supporting diverse learners; research your own students through case work and discussions with colleagues; and have new thought partners and colleagues who will be invested in your students' success.

Restrictions: This course is limited to graduate students only

X.MTHED-422 | Research on Learning: Implementing the Common Core Math Practice Standards 

Offered: Not Scheduled for This Year

Credits: 2

Description: This course is focused on implementing mathematics instruction to support the development of conceptual understandings of mathematics.  Topics include creating a classroom climate for productive mathematics discussion, posing open-ended math tasks, asking probing questions, and exploring teacher moves that both challenge and support individual student learning. Analyzing classroom cases of practice will be a key feature.

Restrictions: This course is limited to Mount Holyoke MAMT students only.

Advisory prerequisites: Prior experience with a DMI seminar recommended.

X.MTHED-432 | Arts Integrated Math for Elementary Education 

Description: This course focuses on math in K-5 classrooms and using Arts Integration pedagogies to help students make sense of math, develop number sense and conceptual knowledge, and communicate ideas and knowledge to others. Participants explore new ways to help students apply their knowledge and solve problems (independently and in collaboration) through creative arts, theater, and movement. Course methods include: hands-on experiential learning, case studies, and project-based math curriculum development. The course is aligned with standard math procedures and the Common Core State Standards in K-5 Math and covers how to use measurable outcomes and objectives in classroom assessment and evaluation.

Credits: 2 (also available for non-credit)

Offered: Summer

X.MTHED-465 | Action Research on Learning and Teaching 

Description: This course will include action research on the mathematics learning of students and pedagogical moves of teachers. Participants will produce written cases of practice based on audio or videotaped classroom discussions and interviews with their own students.  Participants will analyze their own cases and those of their colleagues to examine the learning of students and the impact of teacher moves. Course instructors will also provide individual feedback based on the classroom cases.

Credits: 4

Format: Online, mostly asynchronous with four live sessions

Description: The course involves exploring teacher leadership roles in mathematics education and how to advocate for change in the field. Students will create an action plan related to a change initiative in math education, develop a capstone project, and share findings and reflections so the group can provide critical feedback and support. The scalable nature of this work allows each student to define a leadership role and project to fit their interests and professional goals.

Credits: 2

X.MTHED-473 | Creating Accessible Mathematics Classrooms 

Offered:  Fall

Credits:  2

Description:  Supporting students with disabilities in mathematics can be enhanced by developing teachers’ mathematical content and pedagogical knowledge. This course will broaden teachers’ understanding of universal design for learning, EDC accessibility strategies, and the implementation of effective instructional routines. The course will also review the history of the disability rights movement with a lens on mathematics education and the importance of respecting neurodiversity. Students in the course will leave with specific skills and strategies they can implement in their own educational settings.

Restrictions: Course is open to matriculated and non-matriculated graduate students. Credit and non-credit options available.