The main objective of the Teacher Scholar program is to graduate teacher-scholars. Teacher-Scholars are highly qualified teachers who have experienced scholarship in mathematics in a setting that emphasizes the interconnections among theory, procedures and applications and who “develop habits of mind of a mathematical thinker” (CBMS, 2001).
In addition to graduating teacher-scholars,other expected outcomes include:
The content of the program will help students develop a “big picture” of mathematics while the problem-solving and discovery/research approach to teaching the courses will allow prospective teachers to experience learning in ways that address current recommendations for mathematics instruction. Moreover, well-prepared content modules allow the research experience to have transfer benefit to the prospective teacher’s future classroom.
The year-long program consists of two junior/senior level research capstone courses connected by a summer program.
In the first course, Introduction to Research in Mathematics (MAT 268, offered in the spring), students explore several research topics (from the instructor’s main research interest/expertise areas) with emphasis on experimentation, conjecture, careful justification, and clear, precise reporting.
The summer program involves participants returning to campus at three-week intervals for three intensive two-day workshops and progress updates.
The second course, Research in Mathematics II (MAT 368) , is offered in the fall with emphasis on further examination of specific research topics (developed during the spring and summer) and on writing and disseminating results.
