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Mathematics

About courses in Mathematics.

Courses and Descriptions

 

MA-01 Getting Ready for Algebra by Using Virtual Manipulatives

This course will prepare teachers to use virtual manipulatives to help their students get ready for algebra. Participants will explore the 17 Algebra Readiness indicators developed by the SREB (Southern Region Education Board) and ETS (the Educational Testing Service), including the five "process" indicators and the twelve "content and skills" indicators. Participants will learn how they can use virtual manipulatives and other technologies to help their students gain proficiency in order to be successful algebra students. Participants will complete a technology enhanced classroom project for their students that is aligned to NCTM and state standards.
Syllabus | Rubric

MA-02 Differentiating Instruction to Accommodate Learning Styles in Mathematics

Addressing the individual learning styles of students can be a challenge for teachers. The World Wide Web contains a vast number of resources to assist teachers in understanding and planning for the different avenues through which students learn best. Suitable for participants of all grade levels and subject areas, this course will review a range of web sites providing information about learning theory related to learning styles and multiple intelligences, as well as resources to assist teachers in both identifying students' learning styles and intelligences and engaging students in activities which best suit those styles and intelligences. Participants will become familiar with teaching strategies and tools targeted for each learning style and intelligence and develop a preliminary lesson plan using those strategies and tools.
Syllabus | Rubric

MA-03 Using Patterns to Develop Algebraic Thinking

In this course for middle school teachers of mathematics, participants will explore the nature of algebraic thinking and develop strategies for encouraging the development of algebraic thinking in their students. Through readings, video clips, and examination of student work, participants will learn to: 1) recognize and build on opportunities for algebraic thinking in a variety of mathematics contexts; 2) analyze their students' algebraic thinking; and 3) pose questions that encourage the development of algebraic thinking. Participants will also produce a lesson plan that incorporates the key concepts of the course.
Syllabus | Rubric

MA-04 Using Real Data in Math Classrooms

Technology tools and web-based materials provide important ways for math educators to meet local and national standards that emphasize problem solving and making connections between mathematics, other disciplines and the real world. This course will enable middle and high school math teachers the opportunity to explore a range of web-based resources and exemplary projects which utilize technology to support these goals. Participants will learn how to find sources of real data on the web and explore technology tools that help students model, analyze, visualize and make sense of these data. Participants will complete the course with a collection of resources and beginning project ideas that serve their curricular goals.
Syllabus | Rubric

MA-05 Using Technology in the Elementary Math Classroom

In this course, participants will explore technologies that can be used in elementary math instruction in kindergarten through sixth grade. Participants will review NCTM and state standards and examine the ways in which tools like virtual manipulatives, calculators, spreadsheet programs, online data sources, and applets can support these goals. In particular, the course will address ways in which technology can support elementary algebra, geometry, and data analysis standards. Participants will leave the course with complete lesson plans for integrating technology into instruction in their own classrooms.
Syllabus | Rubric

MA-06 Using Models to Understand Fractions

This course provides an opportunity for teachers of grades 3 through 5 to explore how mathematical models can be used to promote a deep understanding of fractions and fractional relationships. All too often, students are taught mechanical ways to make sense out of fractions, whether in the form of an addition algorithm or a procedure that produces equivalent fractions. This course offers alternative ideas for fraction instruction and is premised on the belief that students can come to understand fractions in a number of different ways. Completion of a student interview and a final project are integral parts of this course. A variety of readings, applets, and videos form the content of this course, and participants are expected to share ideas with their online colleagues in the discussion forums.
Syllabus | Rubric

MA-07 Algebraic Thinking in the Elementary School

This course will enable you to learn how to include opportunities in the upper elementary curriculum for children to think about basic algebraic concepts, and to appreciate the importance of algebraic thinking. You will read and discuss relevant research on the importance of algebraic thinking in elementary school instruction and explore a variety of problems that can be used with your students to develop their algebraic thinking. You will investigate student misconceptions about the sign “=” and why this is such a pivotal concept in elementary mathematics. For the final project, you will learn how to design and “algebrafy” activities which encourage algebraic thinking that can be immediately integrated into your classroom practice.
Syllabus | Rubric

MA-08 Proportional Reasoning

In this course, you will learn about different components and levels of proportional reasoning. You will complete classroom tasks that illustrate ways to help your students develop stronger conceptual understanding about the components of proportional reasoning. You will explore both video and written examples of student work and will conduct a student interview in order to reflect on how students approach proportional reasoning and how to identify evidence of proportional reasoning among students. For the final project, you will create a lesson that targets a component of proportional reasoning and incorporates questioning techniques learned in the course. You will also provide a rationale for the lesson that relates to the material learned in the course and reflect on your own learning.
Syllabus | Rubric

MA-09 A Conceptual Introduction to Functions: Using Visual Models

In this course, you will learn strategies to help students in grades 6-8 develop a strong conceptual understanding of function through the use of several different visual models. You will become familiar with common student misconceptions related to functions, as well as classroom tasks that address these misconceptions. You will complete and create classroom tasks that will allow your students to make connections between multiple representations of functions and to explore both linear and non-linear functions. In addition, you will explore the use of technology in supporting student learning about functions and will learn to use an analysis tool to evaluate various online applets. Your final project will be to develop a classroom activity that incorporates the use of technology focused on students’ conceptual understanding of function, and you will reflect on your learning in the course.
Syllabus | Rubric

MA-10 Promoting Mathematical Discourse in Grades K-4

Ask a group of elementary school students to name a language, and chances are they will not reply “mathematics.” Yet from the time young children begin going to school, they are expected to discuss their mathematical thinking using the vocabulary, structures, and ideas of mathematics. In this module, participants will learn why communicating about mathematics is important for young students, as well as why it can be so difficult for them. They will consider how math and literacy instruction intersect in the elementary classroom, and explore ways of pushing students to explain their thinking beyond “I just know the answer.” Participants will learn questioning strategies that can help students communicate, justify, and defend their mathematical ideas, and watch videos of real classroom teachers using these strategies. By the end of this module, participants will have created a lesson plan that integrates communication-based activities into their elementary math instruction.
Syllabus | Rubric

 

online professional development to meet your needs
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Online Course Model

Online Course Orientation
All OPEN NH courses begin with an optional face-to-face orientation, allowing participants to become familiar with course login procedures and overall course requirements. Orientation to the course continues online during the first week, so that participants become familiar with course expectations and get acquainted with their instructor and fellow classmates.

Online Content and Practice
Following the orientation, courses continue for six weeks, emphasizing theory-to-practice applications. Course work includes online discussions, reflections, readings, and projects. Course participants receive a certificate of participation that may be applied to their individual professional development plans.

Ready for Online Learning?
Find out if you're ready for online learning. Sample our online course model by exploring our free mini-course, Being Successful with Online Learning

 

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Registration
Register for courses by visiting the Registration link in the Navigation bar.
Early Bird registration special apply up to two weeks before course session begins.
If you plan to register in the last week before courses start, contact the e-Learning for Educators Project , or visit the e-Learning Blog, to find out the course status. Not all courses may run.

Download Registration Forms
General OPEN NH Registration (pdf format) for mail in registration. Online registration is available.
Mail-In Form District Cohort (spreadsheet format)

Course Offerings
Courses are not offered during all sessions. View complete session schedule for details of course offerings in each session.

Course Content
Course syllabi are available online to review. The link to the syllabus is available under the course description in each course category. You can also view the complete list of course syllabi links on the Course Syllabus Page.

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Self Paced Tutorials

On Your Own e-Learning
While our regular course registration fee is $130, we also offer self-paced tutorials at even lower cost. These tutorials have an assessment component and will earn you professional development CEUs after successful completion. District cohort deals are also available. View the full list of available tutorials and all the details about them on the Self Paced Tutorials Page.

NH Department of Education Tutorials
The New Hampshire Department of Education is committed to providing guidance and service to schools and districts. OPEN NH offers free online tutorials that support NHDOE initiatives and programs.

Institutes in a Box
As part of the NH Digital Resources Consortium, OPEN NH is hosting the online workshops and Institutes.

Coming Soon.

Conservation Education
As part of the NH Environmental Literacy Plan implementation, OPEN NH is hosting freely accessible tutorials on Conservation Education.

Free Tutorials
There are also free tutorials available, which do not earn CEUs. These will help introduce you to the online learning environment and introduce you to our course model and content. Click on the Moodle Course Login link in the Upper Right hand corner and select "Self Paced Tutorials".

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Last updated June 25, 2014