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• MATH 577: Problems in Applied Math

  3.00 Credits

  Millersville University of Pennsylvania

  
  An investigation of one or more topics of current interest in applied mathematics. Specific topics to be covered vary but are announced each time the course is offered. Offered infrequently.
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• MATH 592: Graph Theory

  3.00 Credits

  Millersville University of Pennsylvania

  
  Finite graphs, multigraphs, digraphs and networks from theoretical, practical and historical perspectives. Specific topics include isomorphisms, graph variants, planarity and nonplanarity, traversability, colorings, flows, matchings and optimization algorithms. Prerequisite:    MATH 502 or equivalent.
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• MATH 602: Equity Issues in Math Ed

  3.00 Credits

  Millersville University of Pennsylvania

  
  Designed for graduate level students with an interest in equity issues in mathematics education. In this course, we examine issues of equity in mathematics education from various theoretical and practical perspectives and long lines of race, gender, culture and socioeconomic status. It is a reading-intensive course that spans such topics as the achievement gap, tracking, culturally-relevant pedagogy, multiculturalism, the nature of mathematics and mathematics for democracy and social justice. Course assignments will be differentiated to ensure they are relevant to the concerns of both practicing teachers as well as students without a teaching background that intend to pursue further graduate study.
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• MATH 603: History of Mathematics

  3.00 Credits

  Millersville University of Pennsylvania

  
  Evolution of mathematical concepts from antiquity to the present century. Emphasis on eras of great mathematical activity.
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• MATH 604: Ethnomathematics

  3.00 Credits

  Millersville University of Pennsylvania

  
  This course aims to introduce Etlmomathematics as a field by examining mathematics across and within cultures. In addition, the course is designed to strengthen and expand students' understanding of mathematical topics (e.g., number systems, geometry, combinatorics, group theory) through study of the mathematics of world cultures. Furthermore, students will discuss ways in what is done in the course may be used to refresh or augment 7-12 school mathematics courses and develop school materials in Ethnomathematics.
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• MATH 606: Noyce - Transitioning

  3.00 Credits

  Millersville University of Pennsylvania

  
  Intended to address topics and concerns relevent to recently-certified NOYCE secondary mathematics teachers as they transition to their first year of teaching in a high-needs school district. Through readings, class discussions, individual presentations, and written assignments, participants reflect on their student teaching experiences, further explore challenges of working with diverse groups of students, and develop strategies to increase their effectiveness as a teacher in the context of a high-needs district. Instructor Permission required.
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• MATH 607: Noyce - Moving to Tenure

  3.00 Credits

  Millersville University of Pennsylvania

  
  Intended as an extension to MATH 606 and meant to address topics and concerns relevant to recently-certified NOYCE secondary mathematics teachers as they complete their first year of teaching in a high-needs school district. Through readings, class discussions, individual presentations, and written assignments, participants reflect on their experiences during the first year of teaching, further explore challenges of working with diverse groups of students, and develop strategies to increase their effectiveness as a teacher in the context of a high-needs district. Instructor Permission required.
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• MATH 610: Problem Solving Seminar

  3.00 Credits

  Millersville University of Pennsylvania

  
  Develops students problem-solving abilities in mathematics and teaching of problem solving to high school students. Includes discussion of solutions to problems and the theories of problem solving. For both teachers and nonteachers. Offered periodically.
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• MATH 611: Learning Mathematics

  3.00 Credits

  Millersville University of Pennsylvania

  
  Investigation of the learning theory of constructivism and its application to the learning of mathematics. Emphasis on higher-order concept acquisition and schema development, and their relationship to mathematical instruction and teacher decision making. Individual differences in learning styles are also discussed. Prereq: teaching experience or permission of the instructor.
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• MATH 613: Elem/Sec Math Connections

  3.00 Credits

  Millersville University of Pennsylvania

  
  This course is designed for graduate level students and will be of particular interest to practicing mathematics teachers of grades 7-12. In this course, we will explore the foundational concepts of the K-6 mathematics curriculum in significant depth while reflecting on ways to build strong connections between this elementary content and the content in the 7-12 curriculum. The goal is for students to see where their own teaching fits in the broader scheme of K-12 mathematics education so that they can design instruction that builds on their own students' prior understanding and contributes to a more holistic development for mid-level, middle, and high school mathematics learners. Course assignments may involve presentations, discussions, reading, written exams, papers, problem solving, problem posing, and instructional design.
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