This course focuses on problem solving, reasoning and proof, and communicating mathematics in the context of learning about some of the greatest and most interesting ideas in mathematics. It utilizes the extensive resources of the American Mathematics Competition (AMC) to help middle level mathematics teachers develop problem solving skills.

The overall goal for this course is to bring participants to the next level in the development of their mathematical habits of mind: A person who is an effective mathematical thinker has a toolbox of skills and knowledge to experiment, conjecture, reason, and ultimately solve problems. Sound habits of mind are marked by great flexibility of thinking and the strong belief that precise exposition of solutions is important.

The course is divided into four generally independent sessions based on the following topics: geometry, patterns (geometric and numeric), counting and probability, and conditional probability. Specific topics include: Pythagorean Theorem, golden rectangles, Platonic solids, Fibonacci numbers, Pascal's triangle, counting, probability and Bayes Theorem.

Professor Steve Dunbar, Professor of Mathematics, University of Nebraska-Lincoln

This lab-based course will introduce fundamental computer science concepts through lectures and hands-on programming laboratories and assignments. The focus in the course is to develop problem solving skills using algorithmic thinking. The topics covered range from control structures such as loops to function calls, from design to debugging.

Three integral features of this course are: (1) the use of multimedia themes and projects for the course activities (e.g. modifying pictures, sounds, and movies), (2) the use of the programming language Python, and (3) the development of learning objects that can be deployed online. Python will be used since it provides simple solutions and facilitates experimentation and incremental program development. Multimedia computing will be emphasized as it has a broad appeal to secondary students and can be useful in developing content for other topics (e.g. developing an animation to illustrate the law of gravity in physics).

Participants successfully completing this course will have the programming skills to teach high school computing, as well as ideas and technical skills to create engaging and customized projects and learning objects to supplement their course material. They will gain hands-on experience from the laboratory assignments which will provide insights to programming and how to teach programming. They will also have (1) a set of multimedia-themed projects and programs, and (2) a set of learning objects for their courses. Participants will also have access to a suite of software and technical support here at the UNL for the next three years to help them develop and maintain their programs and learning objects.

Associate Professors Leen-Kiat Soh and Ashok Samal

Professors Leen-Kiat Soh and Ashok Samal are faculty members in UNL's Department of Computer Science and Computer Engineering. They have been instrumental in the Reinventing Computer Science Curriculum Project at the University of Nebraska. This project has seen significant revision of the undergraduate introductory CS curriculum which includes the creation of a placement examination, two sets of structured laboratories, and comprehensive educational research studies. Further information of this project can be found at http://cse.unl.edu/reinventCS.

Professor Soh's research interests are in multiagent systems and artificial intelligence, with applications in computer-aided education and computer science education. Soh has taught several required lower-division computer science courses at the University of Nebraska. He received the Harold and Esther Edgerton Junior Faculty Award (2003) for his teaching and research, and the College of Arts and Sciences Distinguished Teaching Award (2006) at the University of Nebraska. Professor Soh has given numerous talks on computer science education and the use of IT in effective teaching and learning at international and national conferences. Professor Soh is currently the Chair of the Curriculum Committee for the Computer Science and Engineering Department at UNL. Further information about Professor Soh can be found at http://cse.unl.edu/~lksoh.

Professor Samal's research interests include image analysis, spatial data mining, and computer science education. Professor Samal has taught many courses including the lower-division computer science courses at the University of Nebraska for many years. He has extensively published in these areas and presented talks at national and international conferences. Further information about Professor Samal can be found at http://cse.unl.edu/~samal.

Mathematics as a Second Language will lead participants through an in-depth study of the mathematics underlying the elementary curriculum. Particular attention will be paid to the language of mathematics, our base-ten number system and their effects on the algorithms used for mathematical operations. The course will emphasize understanding the meaning of operations and developing number sense in order to perform them flexibly. It will also focus on the development of the "habits of mind of a mathematical thinker" through innovative problem solving activities.

Mathematics as a Second Language was originally offered as the first course in a graduate program for K-6 elementary teachers created by the Vermont Mathematics Initiative. The course was then adapted for use as the first course in the Math in the Middle program for middle level (5-8) teachers at the University of Nebraska-Lincoln.

• ESU #9 will provide a continental breakfast and lunch for all participants.
• Participating teachers from out of town may stay at the Holiday Inn Express in Hastings, which is holding 20 rooms (each with 2 queen beds) at a special rate of $70 per night, plus tax unless tax exempt. Rooms must be reserved by May 9 (one month prior to the first day of class) to obtain the special rate. To reserve a room, call the Holiday Inn Express at 402-463-8858 and mention your participation in the UNL-ESU #9 math class. A complimentary breakfast is served at the hotel.

Jim Lewis, UNL Professor of Mathematics and Principal Investigator for the Math in the Middle Institute Partnership.

Pari Ford, UNL graduate student in mathematics who will earn her Ph.D. in May 2008 and join the UNK faculty as an Assistant Professor in Fall 2008.

Cindy Steinkruger, Grade 7-8 mathematics teacher at Blue Hill High School and graduate of the Math in the Middle program.

Amy Nebesniak, Grade 9 mathematics teacher at Grand Island Senior High and graduate of the Math in the Middle program.

Mathematics as a Second Language will lead participants through an in-depth study of the mathematics underlying the elementary curriculum. Particular attention will be paid to the language of mathematics, our base-ten number system and their effects on the algorithms used for mathematical operations. The course will emphasize understanding the meaning of operations and developing number sense in order to perform them flexibly. It will also focus on the development of the "habits of mind of a mathematical thinker" through innovative problem solving activities.

Mathematics as a Second Language was originally offered as the first course in a graduate program for K-6 elementary teachers created by the Vermont Mathematics Initiative. The course was then adapted for use as the first course in the Math in the Middle program for middle level (5-8) teachers at the University of Nebraska-Lincoln.

TBA

Cheryl Miner, Associate Professor of Mathematics at Nebraska Wesleyan University.

This course is designed to help elementary and middle level teachers gain a deep understanding of the concept of function and the algebra and geometry concepts taught in the K-8 curriculum. Participants will also study measurement with an emphasis on length, area, and volume.

This course is the second course in the Math in the Middle curriculum and has been successfully taught to both elementary and middle level teachers.

Cheryl Miner, Associate Professor of Mathematics at Nebraska Wesleyan University.

This course will use the text "Encounters with Chaos" by Denny Gulick. The beautiful pictures of Julia and Mandelbrot sets have popularized the term "fractal". Mathematically, they are the images of chaotic behavior. To understand and generate similar such images requires the study of iterative mappings, limits, and the fundamental theorems associated to convergence. These tools are necessary to quantify chaotic behavior. This course is an introduction to dynamical chaos. Our mathematical goal is to gain a thorough understanding of the fundamental concepts of limits and iteration. In addition we will explore the main concepts in dynamical chaos including: repelling and attractive periodic points, sensitivity conditions, capacity and fractional dimensions seen in fractal sets. Our prize, if time permits, is to learn how to generate and interpret, not only Julia and Mandelbrot sets, but sets that graphically describe fascinating chaotic behavior, such as the one below which is on the boundary of the Mandelbrot set. Grades will be based on quizzes (definitions and statements of important theorems), homework, and a written project due within 2 weeks (plus the weekend) of the last day of class.

TEAC 880P is taught in the afternoon during the same two-week period as this course. Although these are stand-alone courses, a portion of TEAC 880P will focus on using technology to experiment with the concepts and theorems introduced in Math 896. Thus, the paired courses offer an excellent opportunity for a mathematics teacher to earn six hours of graduate credit.

Professor Gordon Woodward

This lab-based course will explore a variety of technologies for teaching and learning mathematics. We will use problems and concepts from MATH 896 as a starting point for discussions and exploration. We will also use Internet sites and "classroom problems of practice" as content sources. Middle school mathematics teachers are welcome in this course. We will look at tools for directly doing mathematics, including Maple and Mathematica. The new free software GeoGebra will be featured for solving problems. No textbook will be required, and Maple and Mathematica work will be done during lab sessions. Students will find it advantageous to have a home computer with a good Internet connection. GeoGebra assignments will require study outside of lab and during a period of time following the two-week session.

Math 896 is taught in the morning during the same two-week period as this course. Although these are stand-alone courses, a portion of TEAC 880P will focus on using technology to experiment with the concepts and theorems introduced in Math 896. Thus, the paired courses offer an excellent opportunity for a mathematics teacher to earn six hours of graduate credit.

Professor David Fowler