MATH 500 Cross-Curricular Seminar 1 credit
Offered each fall and spring (distance format).
Cross-curriculum project in which participants work in a local classroom where the mathematics is at a different level than what they are teaching. For example, high school teacher works in an elementary classroom or college classroom. Students must visit the Extended University website to register for this course. 

MATH 500 Capstone Seminar 1 credit
Offered each summer (three week format).
This seminar requires that students attend and critique the capstone projects that are presented each summer. Students make connections between the content of the capstones and their own classroom situations. 

MATH 516 The Language of Mathematics: An Avanced Perspective 3 credits
Summer alternate years, to be offered in 2007 (distance format).


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MATH 517 Advanced Mathematical Modeling for Teachers 3 credits
Alternate academic years, to be offered Spring 2007 (distance format).
Hands-on 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. 

MATH 518 Statistics for Teachers 3 credits
Each Summer (distance format).
Stochastic concepts including probabilistic underpinnings of statistics, measures of central tendency, varibility, correlation, distributions, sampling, and simulation. Exploratory data analysis including experiements, surveys, measures of association and inferential statistics. Discussion of methods for teaching statistics in secondary mathematics and sciences. Student must visit the Extended University website to register for this course. 

MATH 520 Standards-Based Mathematics Concepts and Methods 3 credits
Spring alternate years, to be offered 2008 (distance 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. 

MATH 521 Theory of Learning Mathematics 3 credits
Fall alternate years, to be offered 2007 (distance 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. 

MATH 522 Assessment in the Mathematics Classroom 3 credits
Spring alternate years, to be offered 2007 (distance format).
Connects assessment theory and models to teachers' practice through classroom observations and hands-on activities. Focus on assessment practices consistent with standards-based mathematics, classroom assessment of student learning, evaluation of mathematics programs and curricula, and standardized testing practices. 

MATH 523 Number Structures for Teachers 3 credits
Fall alternate years, to be offered 2008 (distance format).
Develop the relationship and distinction between mathematics behind the structure of number and learning and teaching of number structure in schools. Educational ideas of representation and abstraction examined via relevant and timely research about learning about the structure of number. 

MATH 524 Linear Algebra for Teachers 3 credits
Summer alternate years, to be offered 2008 (three week format).
Topics include: algebraic systems, special matrices, determinants, vector spaces, linear programming with applications, graph theory, transportation, economics and engineering using computer software such as MATLAB. 

MATH 525 Analysis for Teachers 3 credits
Summer alternate years, to be offered 2007 (3 week format).
A study of calculus reform and concepts from graphical, numerical and algebraic perspectives. Extensive use of activities and projects. Modeling and technology are incorporated throughout the course. 

MATH 526 Discrete Mathematics for Teachers 3 credits
Summer alternate years, to be offered 2008 (distance format).
Investigations of paradigm problems from the histroy of math. 

MATH 527 Modern Geometry for Teachers 3 credits
Spring alternate years, to be offered 2007 (distance format).
Geometry of transformations including Euclidean motions and similarity, projective geometry, geometric topology and geometry of inversion. 

MATH 533 Historical Topics for the Mathematics Classroom 3 credits
Fall alternate years, to be offered in 2007 (distance format).
Advanced teaching strategies in the field of middle grades, secondary and college level mathematics, with a focus on the history of mathematics as a context for classroom instruction. Course content includes the changing nature of mathematics, historical problems and processes, and the development of teaching units that incorporate the history of mathematics. 

MATH 535 Technology and the Teaching of Mathematics 3 credits
Summer alternate years, to be offered in 2007 (three-week format).
Calculator, computer, CD-ROM and telecommunications (internet) technologies for K-16 mathematics education, software, curricular materials and online high performance computers, analysis of impact of technology on K-12 math curriculum. Emphasis on classroom implementation vis-a-vis corequisite course. 

MATH 570 Individual Problems 1-3 credits
Maximum of 6 credits pre-approved by the student's graduate committee: Directed research and study on an individual basis. 

MATH 571 Action Research in Mathematics Education 2 credits
Summer only, 2 credits pre-approved by the student's graduate committee.
Prepares practicing mathemtics teachers to study a methematics education problem within their classroom, school, or district with supervision by an MSU faculty member. Course topics include how to interpret educational research and literature; design and implement reliable and valid action research; identify worthwhile problems; and formulate questions that can be addressed through action research. 

MATH 572 Improving Mathematics Education: Capstone Proposal 2 credits
Fall only, 2 credits pre-approved by the student's graduate committee.
With guidance from faculty, students pursue 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 characterize the problem, complete a review of relevant literature, and create an action research proposal to address the problem and evaluate outcomes of the proposed intervention. 

MATH 577 Improving Mathematics Education: Capstone Project 3 credits
Summer Only, 3 credits pre-approved by the student's graduate committe.
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. Student work with a faculty advisor to implement an intervention, collect and analyze data resulting from the intervention, and summarize results. Findings are written up for Web publication and presented orally to peers at a capstone seminar. Students must visit the Extended University website to register for this course.

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