Online Courses
Overview
The courses, targeted for PK12 grade mathematics educators, are designed to build conceptual understanding of math content and teaching from a studentcentered perspective. Using recognized primary texts and pulling in articles and other resources helps participating teachers closely examine instructional practices that support student learning. The current state standards are referenced throughout the course because standardsbased planning and instruction are crucial to student success. While building on their own mathematical understanding, teachers examine how students think about and learn mathematics. Winter 2017 Course Offerings
Fall courses run February 13  May 7, 2017.
Algebra I: Content and Connections
Target Audience: Algebra I Teachers & Coaches Course Description: Algebra I is a dynamic course full of content and connections – building on connections within the middle school mathematics curriculum as well as providing connections and prior knowledge needed for future high school courses. Algebra I is foundational. This course will offer insights and stretch participants to make those connections, both within Algebra I and outside the Algebra I content. Through content connections, this course will address meaningful use of symbols, mindful manipulation, reasoned solving, connecting Algebra with Geometry, and linking expressions and functions. Text: Making Sense of Algebra: Developing Students’ Mathematical Habits of Mind ISBN: 9780325053011 Authors: E. Paul Goldenberg, June Mark, Jane M. Kang, Mary K. Fries, Cynthia J. Carter, and Tracy Cordner Understanding Measurement in the Elementary Classroom: Teaching from a Student Centered Perspective
Target Audience: PreK  5th Grade Mathematics Teachers & Coaches Course Description: This online course is designed to aid teachers in reflecting on the major ideas of PreK5 measurement, examining how students develop those ideas, and how they are connected across domains and grade levels. Student achievement and improvement are realized over time. The process begins with the early grades, PreK2 and is further developed throughout the elementary school experience. In order to improve student achievement at all grade levels, indepth mathematical understanding (of concepts, not algorithms) is crucial. Measurement concepts should begin early in students’ learning as there are connections with measurement found in geometry, algebra, proportional reasoning, and fractions. Each session takes an in depth look at different concepts in measurement. Videos are used to give participants valuable glimpses of students’ mathematical thinking in progress. The videos provide an opportunity to see and hear children struggling to express their ideas and to understand the ideas of their peers. Math activities provide opportunities for participants to develop and refine their own mathematical thinking. Related research gives the participants a deeper understanding of how to build conceptual understanding in measurement. Participants will examine the State Standards as they relate to measurement concepts and how it will impact their teaching. Text (GRADE BAND SPECIFIC): Volume I: Teaching StudentCentered Mathematics: Developmentally Appropriate Instruction for Grades PreK – 2. ISBN: 0132824825 Volume II: Teaching StudentCentered Mathematics: Developmentally Appropriate Instruction for Grades 3  5. ISBN: 0132824876 Authors: John A. Van de Walle, Jennifer M. BayWilliams, LouAnn H. Lovin, and Karen S. Karp Content and Applications for Middle Level Mathematics with a Student Centered Perspective
Target Audience: 6th – 8th Grade Mathematics Teachers & Coaches Course Description: This course is designed to aid teachers in reflecting on the major ideas of 68 mathematics and examining how students develop those ideas. During the course, participants will explore the State Standards as these relate to concepts in geometry, statistics, and probability. Measurement falls under the heading of geometry in the middle grades. Whereas geometry, for example, develops understanding and eventually formulas for area and volume and more, measurement helps describe shapes and plays a significant role in geometric properties. One attribute of data concerns statistics and graphs which help answer questions about our world. This description is quite often made possible by measures. Measures of statistics assist in understanding probabilities of given situations as they apply to the world around us. This course takes a look at how geometric concepts, data and statistics all use mathematics to understand our world better. Each session takes an in depth look at different concepts in measurement, geometry, statistics and probability. Videos are used to give participants valuable glimpses of students’ mathematical thinking in progress as well as insight into the teacher’s thinking and role. The videos provide an opportunity to see and hear children struggling to express their ideas and to understand the ideas of their peers. Math activities provide opportunities for participants to develop and refine their own mathematical thinking. Related research gives the participants a deeper understanding of how to build conceptual understanding. Participants will examine the State Standards as they relate to the middle school concepts and how it will impact their teaching. Learning will be applied to a chosen or created performance task. The performance task will be the vehicle used to culminate learning. Text: Volume III: Teaching StudentCentered Mathematics: Developmentally Appropriate Instruction for Grades 6  8. (TSCM). ISBN: 0132824868 Authors: John A. Van de Walle, Jennifer M. BayWilliams, LouAnn H. Lovin, and Karen S. Karp Understanding Geometry: Teaching from a Student Centered Perspective
Target Audience: PreK – 8th Grade Mathematics Teachers & Coaches Course Description: This online course is designed to aid teachers in reflecting on the major ideas of K8 geometry, examining how students develop those ideas, and how they are connected across domains and grade levels. Student achievement and improvement are realized over time. The process begins with the early grades, PreK2 and is further developed throughout elementary and middle school. In order to improve student achievement at all grade levels, indepth mathematical understanding (of concepts, not algorithms) is crucial. Geometric concepts should begin early in students’ learning as there are connections with geometry found in measurement, algebra, proportional reasoning, and fractions. Each session takes an in depth look at different concepts in geometry. Videos are used to give participants valuable glimpses of students’ mathematical thinking in progress. The videos provide an opportunity to see and hear children struggling to express their ideas and to understand the ideas of their peers. Math activities provide opportunities for participants to develop and refine their own mathematical thinking. Related research gives the participants a deeper understanding of how to build conceptual understanding in measurement. Participants will examine the State Standards as they relate to the geometric concepts and how it will impact their teaching. Text (GRADE BAND SPECIFIC): Volume I: Teaching StudentCentered Mathematics: Developmentally Appropriate Instruction for Grades PreK – 2. ISBN: 0132824825 Volume II: Teaching StudentCentered Mathematics: Developmentally Appropriate Instruction for Grades 3  5. ISBN: 0132824876 Volume III: Teaching StudentCentered Mathematics: Developmentally Appropriate Instruction for Grades 6  8. (TSCM). ISBN: 0132824868 Authors: John A. Van de Walle, Jennifer M. BayWilliams, LouAnn H. Lovin, and Karen S. Karp Credit Hours
3 hours of recertification or 60 renewal credits 3 hours graduate credit through Adams State University for an additional fee of $165. Course Facilitation and Duration Courses are moderated by S²TEM Centers SC Education Specialists and run for 11 weeks. Target Start and End Dates Winter Courses run February 13  May 7, 2017. Cost $250 payable with Visa or MasterCard, money orders or checks. Group rates start at 5 participants from the same organization:

Course Facilitators:
For more information on the Online Courses, contact us.
Participant Comments
“I have found the online format nice, and enjoy being able to read and submit things on my own schedule throughout the week. Already, I have learned so much about what kind of mathematical thinker I am and how I can change my way of thinking to arrive at solutions in a much more understandable way. I look forward to this carrying over into my style of teaching math in the classroom.” “I have used what I have learned already in my own [Special Education] classroom this year. I plan to use it next year as I develop my lesson plans for the future. The information encourages me to continue taking classes in this format. I believe the learning I experienced is extremely important and completely operational when teaching different levels of students.” 