MƒA Course Catalog

MƒA teachers participate in and lead professional growth and enrichment opportunities throughout the year, ranging in focus from mathematics and science content to pedagogical practice and leadership.

MƒA Course Catalog

MƒA teachers are committed to learning, so we create opportunities for their growth and to sustain them in their teaching careers. We offer a range of high quality, STEM-focused professional workshops and events on most evenings throughout the school year. Browse our 2018 spring courses that MƒA teachers are leading and participating in during the remainder of the school year. 

Absolute Values are Absolutely Valuable: Secondary School Problem Posing

The absolute value function can appear as a topic of study in Algebra I or II, but is somewhat neglected thereafter. Its cameo as a curiosity is reprised later under the guise of "corners" in a first course on calculus, delta-epsilon proofs in a rigorous calculus course,[+] Read More or among topics encountered only by college math majors. Yet, absolute values can also serve as a secondary school springboard towards understanding quadratic functions -- consider, for example, analogies between the expressions a|x-h|+k and a(x-h)^2+k -- and as an area in which rich mathematical problems can be formulated and investigated. For a tip-of-the-iceberg example, consider the following question: for what real numbers m is it the case that |x + m| - |x - m| = mx for all x between m and -m, inclusive? (The curious reader may check here (https://www.desmos.com/calculator/vptfskryer) for a sample approach!) In this course, we will examine non-routine problems pertaining to the absolute value function, absolute value equations, and absolute value inequalities. Over our three meetings, teachers will engage with original problems to deepen their algebraic content knowledge, and have the opportunity to create and workshop their own problems by using a modification of Brown and Walter's approach to problem posing.

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Facilitated by Benjamin Dickman, Ph.D. and Elizabeth Brennan, Ph.D.

Mathematics | May 16, May 30, Jun 6

Access to Algebra II

As teachers of Algebra II, one of the numerous challenges we face is the vast differences in how prepared our students are coming into the course. We are tasked with teaching a diverse, fast-paced curriculum where we still want to give the space for students to grapple with complex[+] Read More ideas, while ensuring that students lacking prior knowledge do not get left behind. In this PLT, we will aim to make the major topics in the course more accessible to all students. We will do this by identifying themes in content that are pervasive throughout the curriculum, and we will seek to design activities that emphasize these common ideas while ensuring access for all students. Much of the work done in the course will stem from our own experiences in our classrooms, including discussions around lessons and student work samples. As this PLT will take place in the spring semester, we will do this with an eye towards preparing all of our students for the Regents Exam.

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Facilitated by MƒA Early Career Teacher Katie Dubose and MƒA Master Teachers Daniel Amato and Kayleigh Rose

Mathematics | Feb 27, Mar 27, May 1, May 29

Action Research: Incorporating Research into your Pedagogy

Action research is a way for teachers of any subject matter to focus on their own learning and pedagogy. It is a process where you choose a topic you would like to learn more about to deepen and reflect on your own pedagogical practices. We will spend the first session learning[+] Read More more about action research and spend the following three sessions implementing our plans, experimenting in our classrooms, and sharing our findings with our colleagues. This will include writing our research questions, deciding on our methodology, providing one another with meaningful feedback, and analyzing our data. In the last session, we will share our work as well as reflect on the process as a whole.

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Facilitated by MƒA Master Teachers Nancy Buck and Queila Cordero

Inquiry, Practice, and Leadership | Feb 14, Apr 25, May 23, Jun 6

Activating a Pedagogy of Growth Mindset in Mathematics Classrooms

What is growth mindset and how does one activate a pedagogy consistent with growth mindset theory and research? What is the role of assessment vis-a-vis growth mindset? We will explore current research on growth mindset, with specific emphasis on the interplay between educational[+] Read More equity, mathematics, and a growth mindset. The facilitator will share findings from her ongoing research in secondary math classrooms, and teachers will have an opportunity to reflect on the role of research in improving learning and teaching practices. This mini-course will be informative and interactive; teachers should be prepared to engage with short readings between sessions, share artifacts from their classrooms, and engage in rich and generative discussions.

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Facilitated by Anjali Deshpande, Ph.D.

Mathematics | May 10, May 17, May 31

Adaptation to Rising Temperatures in NYC: A Peek into Data-Driven Policy Making

New York City's communities are increasingly vulnerable to the impacts of climate change. Rising average temperatures, more prolonged, frequent, and intense heat wave, and the urban heat island effect all threaten the health and well-being of many New Yorkers. Some neighborhoods[+] Read More and populations disproportionately suffer the greatest burden. In response to this inequity, the city will be implementing Cool Neighborhoods NYC over the coming years. This course is for teachers who want to engage their students in a place-based, data-driven understanding of climate and health risks and solutions; and for teachers who hope to share concrete examples of how science, technology, and policy interact in their own students' backyards.

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Facilitated by Kizzy Charles-Guzman

Science | May 16

Teaching. It's professional. 

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