Fall 2018

LTC 8900 First Year Doctoral Seminar 

LTC 8900 Advanced Elementary Mathematics Methods

LTC 4360/4571 Middle/Secondary Mathematics Methods

Spring 2018

LTC 8886 Contemporary Equity Issues in Mathematics Education 

This course provides students with an overview of contemporary equity issues in mathematics education. Students become (1) More knowledgeable of issues of equity, diversity, and social justice; (2) Develop pedagogical strategies and curricular materials to support equitable teaching practices; and (3) Develop the ability to critically examine mathematical resources and policies from an equity perspective. The course focuses on bridging research and practice related to equitable teaching practices for diverse learners. We examine issues related to race and ethnicity, gender, class, and language in mathematics education. Further, we explore educational policies and politics as they relate to equity issues. Students critically examine curricula and materials developed to address diversity in the mathematics classroom. (Online, Master’s Level Course)

Fall 2017

LTC 4590/4370 Teaching Mathematics in Secondary Schools: Focus on Teaching Geometry, Probability and Statistics 

Provides experience that advances students’ knowledge, understanding, and facility in engaging students in learning mathematics. Major issues/topics highlighted in the course are: exploration of curriculum, teaching strategies, and assessment for geometry, probability and statistics. (On Campus, Undergraduate Course, Writing Intensive)

LTC 4374/4594 Middle/Secondary Field Experience

LTC 8900 Research on Equity and Diversity in Mathematics Education

In this course, we will examine studies of equity and diversity in mathematics education. We will explore the underlying theories of such studies, including how they have evolved over time in the field, and how they are applied at multiple levels, from the interpersonal (e.g., classroom interactions), to the institutional (e.g., curriculum and assessment policies), to the structural (e.g., social foundations). Underlying this exploration will be an uncovering of counter-narratives of common assumptions in the teaching and learning of mathematics. Course readings will be drawn mostly—but not exclusively—from work in mathematics education. However, the themes we will explore will likely be relevant to a range of interests. (On Campus, Doctoral Course, Co-Taught with Chuck Munter). 

LTC 8900 First Year Doctoral Seminar

LTC 8900 Research Seminar in Mathematics Education