Courses

Undergraduate Courses

Calculus I (Math 115) is the first course in the calculus sequence at Michigan, that emphasizes the understanding of mathematical ideas on derivatives and integration, by using multiple representations and problems that have real world applications; students work in groups inside and outside of the classroom.

Methods for Secondary Mathematics Teachers (EDUC 413) is a course for future secondary mathematics teachers that introduces students to key practices in teaching mathematics in middle and high school mathematics. The course provides an overview of curriculum, assessment, and five specific teaching practices: setting norms for mathematical work in classrooms, explaining a concept, explaining a procedure, reviewing homework, and planning lessons.

Graduate Courses (* denotes an active course)

*Contemporary Approaches to Educational Assessment (EDUC 607) is a survey course that provides students with an overview of major issues in educational assessment and measurement regarding quality (e.g., reliability, validity, error, bias), types and uses (e.g., diagnostic, achievement, performance, formative), and policy (federal and state). The course will provide students with skills to identify high quality assessment practices.

*Curriculum Development and Evaluation (EDUC 609) is an introductory course on general principles of curriculum tracing the historical development of the notion of curriculum in the US across the content areas.

*Research and Educational Practice (EDUC 695) introduces students to the basic principles of educational research. Students learn to read, understand, and critique research in education.

*Research in Mathematics Education (EDUC 711) is a survey course on the current status of research in mathematics education spanning kindergarten to higher education and looking at national and international research. The course assists students in their work towards the preparation of their scholarly paper, guiding in reading, interpreting, and critiquing the literature relevant to their area of interest. It provides students with opportunities to develop their skills in critiquing research literature in their research domain.

Curriculum in Mathematics Education (EDUC 783) is a graduate course on mathematics curriculum research, development, and evaluation for students in the master's or PhD program in the mathematics education specialization. Besides providing a historical overview of curriculum in the United States, the course traces developments in other countries. There is emphasis on understanding theories that guide research on curriculum in K-16 mathematics.

*Methods in Qualitative Research (EDUC 792) is an introductory course to qualitative methods in educational research helps students gain skills with techniques associated with collection and analysis of qualitative data. Students engage in a small project in which they practice with interviewing, observation, and document analysis, and with the analyses of these types of data. I addition, students gain expertise in critiquing and assessing the quality of articles that use these methods in educational research.

Educational Assessment in Mathematics and Science Education (EDUC 737) is a graduate seminar that draws on contemporary research papers and multi-media resources to examine, critique, discuss and evaluate current theory, practice, and instruments associated with assessment systems used to evaluate learning in K-12 mathematics and science.

College Teaching (EDUC 737) is a graduate seminar that explores issues of teaching, learning, and curriculum in science, technology, mathematics, and engineering college programs. It is open to all graduate students in STEM fields.

Curriculum Theory (EDUC 809) is a graduate course on curriculum theory and research for students interested in curriculum. The course looks at different theories underpinning modern and postmodern notions of curriculum and takes a critical stance towards them. The course introduces students to understanding and conducting research on curriculum within the content areas.

Professional Seminar for Second Year Doctoral Students (EDUC 898) is a one-year long seminar devoted to the preparation of students for their role as academics. The seminar covers topics on funding opportunities, journal writing and reviewing, conference paper writing and public speaking, annual reviews, and career opportunities.