Mathematical Problem Solving for Teachers, Slonaker & Fuller, Summer 2019

Course Number: EDU 5626 C06 (Graduate)
Instructor: Brad Slonaker
Location: Community College of Vermont (CCV), 60 West Street, Rutland, VT
Dates and Times:  July 15-19, 2019 from 8:30 – 4:00.
Credits: 3 graduate
Tuition: $975

Note: Course payment or purchase order of $975, payable to CASTLETON UNIVERSITY, is due at the time of registration. A purchase order number can be entered into the online registration form. Please mail check to Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05735. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.

Course Description

This course for teachers is intended to broaden and deepen knowledge and understanding of the mathematical problem-solving process. Increasing teachers’ knowledge and understanding of this process will positively impact the teaching practice to further student learning and their problem solving skills. Specific course objectives include determining the makeup of a good problem, developing an extensive list of problem-solving strategies, designing assessment tools to determine student success in problem solving, and strategies for teaching problem solving. The course addresses the Common Core State Standards Initiative with particular emphasis on the standard for mathematical practice. All teachers and prospective teachers whether comfortable with mathematics or not will benefit from this course.

Course Goals & Objectives 

This course for teachers is intended to broaden and deepen knowledge and understanding of the mathematical problem-solving process. Increasing teachers’ knowledge and understanding of this process will positively impact the teaching practice to further student learning and their problem solving skills. Specific course objectives include determining the makeup of a good problem, developing an exhaustive list of problem-solving strategies, designing assessment tools to determine student success in problem solving, and strategies for teaching problem solving. The course addresses the Common Core State Standards Initiative with particular emphasis on the standard for mathematical practice. All teachers and prospective teachers whether comfortable with mathematics or not will benefit from this course.

The student will:

  • Become a better mathematical problem solver by experimenting with various problems
  • Develop confidence in the mathematical understanding of basic concepts by problem solving and discussing solution strategies
  • Experience the process of doing mathematics as well as the product
  • Demonstrate multiple methods of solution and divergent thinking
  • Build an experience in problem solving strategies
  • Explore problems in depth
  • Experience collaboration and other forms of constructivist learning
  • Learn to use various technology tools to aid mathematical understanding
  • Research, develop, and implement rubrics to assess mathematical problem solving
  • Express mathematical ideas in clear concise language to classmates

Course Expectations

Learning is not a passive endeavor; rather it is the result of active interaction with one’s environment. Hence, engagement from each member of this community is integral to learning the art of mathematical problem solving.

Required Texts

Required texts are not included in cost of course:

Johnson, Herr and Kysh, (2012). Crossing the River With Dogs. Problem solving for college students. 2nd edition. Emoryville, CA: Key College Publishing.

For additional course information

Brad Slonaker
(802) 287-1227

For additional registration information

Bethany Sprague
(802) 468-1325

Register online now!