2013 Summer I

• MATH 230-001 FUNDAMENTAL CONCEPTS II
  Continuation of the process begun in MATH 130 of preparing prospective elementary school teachers to teach mathematics. Like MATH 130, it fosters a thorough understanding of fundamental mathematics and emphasizes the ability to communicate this understanding effectively. Cannot receive credit for both MATH 104 and 230. Prerequisites: MATH 130 completed with a C or better. Three hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).

2013 Fall

• MATH 105-501 LIBERAL ARTS MATHEMATICS
  Study of the beauty and structure of mathematics, with emphasis on quantitative and analytical reasoning skills. Various areas of mathematics or its applications will be used as a vehicle for this study. Designed for students whose major area of study does not have specific requirements in mathematics. May not receive credit for more than one of MATH 105, MATH 200 and MATH 190. Prerequisites: Three years of high school mathematics including geometry or college-level intermediate algebra. Four hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).

• MATH 130-001 FUNDAMENTAL CONCEPTS I
  For prospective elementary school teachers, the course provides a thorough understanding of the mathematical concepts covered in grades one through eight. Moves through the mathematical content into the ability to explain the mathematical ideas and relationships. Emphasizes the ability to explain the concepts in everyday language appropriate for the listener, using correct vocabulary, and the ability to demonstrate these ideas using physical models and/or activities. Use of technology is required. Includes non-routine problem solving. May not receive credit for both MATH 103 and MATH 130. Three hours per week each. Does not meet General Education requirements.

• MATH 506-151 SELECTED TOPICS
  Designed for students with a major in mathematics to develop topics in mathematics not included in their undergraduate program, or to extend areas previously studied. Specific topic may be indicated on transcript. May be taken twice under different course subtitles recorded with the registrar. Graduate credit only. Prerequisite: Approval of the department.

Visit the GullNet Logon Page to logon and view the entire schedule of classes.

Article(s)

Groth, R., Bergner, J., Spickler, D. & Bardzell, M. 
(2009). 
A qualitative approach to assessing technological pedagogical content knowledge. 
Contemporary Issues in Technology & Teacher Education, 
9(4), 
392-411. 
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Bergner, J. A. & Groth, R. E. 
(2004). 
Making mathematical connections by constructing tetrahedra. 
Mathematics Teacher, 
98, 
298-305. 
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Presentations

Groth, R.E. & Bergner, J.A. (2009). A lesson study approach to developing productive dialogue between the university mathematics faculty & high school teachers. Presented at the Joint AMS/MAA National Meetings. Presented at AMS/MAA American Mathematical Society & Mathematical Association of America, Washington, D. C..
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Groth, R.E., Bergner, J.A., & Noonan, K. (2009). Forming partnerships among teachers, mathematicians, & mathematics educators through lesson study. Presented at the National Council of Teachers of Mathematics Annual Conference. Presented at National Council of Teachers of Mathematics, Washington, D. C..
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Instructional Resources

Bardzell, M., Bergner, J., Shannon, K., Spickler, D. & Evans, T. (2008). PascGalois Abstract Algebra Classroom Resources.  Loci: Resources, Digital Classroom Resources on MathDL website.. 
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Please send any updates to smfridie@salisbury.edu.

•  23rd SU High School Mathematics Competition Wednesday, November 8
  Friday, October 20, 2006

Visit the Press & Publications site for more information.