MEC Mathematics Content Courses
Developing & Assessing Mathematics Understandings
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MEC’s 2011 Summer Mathematics Content Courses
EMPOWER YOUR STUDENTS!
Content Knowledge Matters
MEC’s Mathematics Content Courses prepare K-20 educators to improve mathematics teaching and student learning. The courses are based on the premise that in order to teach powerful mathematics, teachers must deepen their own understanding of mathematics.
Course participants learn mathematics within an environment that fully models in-depth mathematical content, instructional practices, including inquiry-based mathematics, and formative and summative assessment strategies found in high-quality mathematics classrooms. The K-20 range of learners in each MEC course provides direct experience with a model for differentiated instruction that meets a wide range of learner needs. Participants experience and reflect on the utility and beauty of mathematics taught for understanding and consider how to reach every learner.
MEC summer content courses are designed to ensure that teachers are well prepared in mathematics with capacity to make instructional decisions that guide and support students as they make sense of the mathematics they are learning. Participants develop an increased understanding of the content and the trajectory of mathematical ideas across the grades. They learn to design appropriate interventions for struggling learners as well as for successful learners.
MEC Mathematics Content Courses:
- Patterns I: Foundations for Algebraic Reasoning
- Patterns II: Foundations for Algebraic Reasoning
- Numerical Reasoning
- Geometry & Proportional Reasoning
- Probability: A Study of Chance
- Extending Algebraic Reasoning
- Reasoning About Data
In our pilot research, we gathered preliminary evidence that MEC teachers changed in profound ways. Not only did they learn new mathematics, but they developed new relationships with knowledge, new beliefs, and new identities as learners that changed the ways they taught students, the ways they conceived of student learning and thinking, and the ways they assessed students. In addition the teachers entered into new relationships with colleagues that became sites for further learning of mathematics.
- Jo Boaler, Department Chair, Mathematics Education Stanford University