This list includes MSU courses that have been designed for the MSMME program. Not all courses listed are offered as part of the current curriculum.

M 424 Algebraic Thinking and Number Sense in the Middle Grades 3 credits

  • Offered on demand (schedule and format may vary).
  • Develop algebraic knowledge necessary to teach standards-based middle school mathematics. Investigate the underlying conceptual structure of topics in algebra and number appropriate to middle school. Explorethe use of manipulative materials and technologies, and discuss related pedagogical issues and national standards.

M 516 Language of Mathematics for Teachers 3 credits

  • Offered on demand (schedule and format may vary).
  • Features of the language of mathematics, particularly as they apply to high schol and middle school curriculua. Examination of written and oral mathematical proofs; current research on language use in mathematics; analysis of school students' use of language.

M 517 Advanced Mathematical Modeling for Teachers 3 credits

  • Offered summer of odd years (on-campus session format)
  • Focus on the use of modeling to solve real-world problems. Topics include the modeling process, an overview of relevant technology, strategies to initiate modeling in the secondary classroom, and classroom assessment of modeling activities. Extensive use of mathematics to explore application areas, leading to the construction of original models.

M 518 Statistics for Teachers 3 credits

  • Offered each summer (online format).
  • Stochastic concepts including probabilistic underpinnings of statistics, measures of central tendency, variability, correlation, distributions, sampling, and simulation. Exploratory data analysis including experiments, surveys, measures of association and inferential statistics. Discussion of methods for teaching statistics in secondary mathematics and science. Student must visit the Extended University website to register for this course.

M 520 Standards-Based Mathematics for Teachers 3 credits

  • Offered spring of odd years (online format).
  • Study of key content themes and connections in algebra, geometry, probability/data analysis, number, and measurement with a focus on the NCTM process standards. Exploring, extending, designing, and teaching standards-based classroom activities for middle/high school students and reflecting on student outcomes.

M 521 Learning Theories in Mathematics for Teachers 3 credits

  • Offered fall of even years (online format).
  • Examine theories of learning as they apply to the mathematics classroom. The course focuses on theories of and research about learning, human development, personality and motivation. The theories and research are used (a) to understand mathematics learning among students of all cultural, linguistic and socioeconomic backgrounds, and (b) to formulate effective teaching and learning strategies.

M 523 Number Structure for Teachers 3 credits

  • Offered summer of even years (online format).
  • Develop the relationship and distinction between the mathematics that underlies the structure of number and the learning and teaching of number structure in schools. Explore representation, abstraction, and basic proof in the context of number and operations. Develop foundations of the real number system and examine relevant research about students' understanding of number.

M 524 (Linear) Algebra for Teachers 3 credits

  • Offered summer every year (on-campus session format).
  • Algebraic systems, special matrices, determinants, vector spaces, and linear programming. Includes applications relevant to industry and business and connections to topics in secondary mathematics.Additional topics in algebra will also be explored.

M 525 Analysis for Teachers 3 credits

  • Offered every fall (online format).
  • A study of calculus concepts and processes from graphical, numerical and algebraic perspectives. Extensive use of activities and projects. Modeling and technology are incorporated throughout the course.

M 526 Discrete Mathematics for Teachers 3 credits

  • Offered on demand (schedule and format may vary).
  • A study of classical topics in discrete mathematics, chosen from combinatorics, probability, graph theory, and other areas relevant to secondary mathematics. Emphasis on problem solving and justification.

M 527 Geometry for Teachers 3 credits

  • Offered every spring (online format).
  • Geometry of transformations including Euclidean motions and similarity, projective geometry, geometric topology and geometry of inversion.

M 533 History of Mathematics for Teachers 3 credits

  • Offered on demand (schedule and format may vary).
  • 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.

M 535 Technology and Mathematics for Teachers 3 credits

  • Offered on demand (schedule and format may vary).
  • Calculator, computer and Web-based technologies for K-12 mathematics education. Analysis of the influence of technology on the K-12 mathematics curriculum, instruction, and assessment.

M 570 Independent Study 1-3 credits

  • Offered fall or spring by arrangement (online format).
  • Directed research and study on an individual basis.

M 528 Curriculum Design 3 credits

  • Offered spring of even years (online format).
  • Focuses on the design, implementation, and evaluation of curricula in mathematics. Includes historical changes and trends in mathematics curriculum and an examination of current research. This course is a dual offering in the Ph.D program in mathematics education.

M 529 Assessment Models and Issues 3 credits

  • Offered fall of odd years (online format).
  • Examines critical K-12 issues including; alignment and interaction of assessment with standards, curriculum, and instruction; role of assessment systems at local, state, and national levels; evaluation of assessment tools and programs; equity considerations in assessment. This course is a dual offering in the Ph.D program in mathematics education.

M 577 Improving Mathematics Education 3 credits

  • Offered on demand (format and schedule may vary).
  • With guidance from faculty, students conduct action research addressing a problem in the context of their classroom, school or district which impinges on student achievement in mathematics. Students work with a faculty advisor to implement an intervention, collect and analyze data resulting from the intervention, and summarize results. Students must visit the Extended University website to register for this course.

M 594 Cross-Curricular Seminar 1 credit

  • Offered fall or spring by arrangement (online format).
  • Cross-curriculum project in which participants study a local classroom where the mathematics is at a different level than what they are teaching. For example, a high school teacher may observe in an elementary classroom or college classroom.

 

Updated on: 10/22/2012.