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Number |
Title |
Credits |
Cost |
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Math 170
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Calculus & Analytic Geometry I Instructor: TBA |
4 |
Dual/Concurrent Credit: 4 cr @ $65/cr = $260
|
|
Math 504
|
Number & Operations for Teachers Instructor: TBA |
3 Graduate |
TBA |
|
Math 504
|
Geometry & Measurement for Teachers Instructor: TBA |
3 Graduate |
TBA |
|
Math 505
|
Number & Operations for Teachers Instructor: TBA |
3 Prof. Dev. |
TBA |
|
Math 505
|
Geometry & Measurement for Teachers Instructor: TBA |
3 Prof. Dev. |
TBA |
Graduate and Professional Development courses are taught periodically based on interest. Please inquire if you are interested
via email: gateway@uidaho.edu.
The delivery of the Math 170 course for Spring 2008 is made possible through a
generous gift by the Idaho National Laboratory.
Note:
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Non-resident fees do not apply to web-based courses, so in-state and out-of-state fees are the same..
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All learning materials for Math 170 are available on the course website at no additional charge.
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K-12 teachers are urged to check with the Idaho Department of Education and local school officials concerning the use of Math 505 Professional Development credits for recertification and endorsement purposes or for advancement on local salary schedules.
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For comparison, typical costs for on-campus course work is approximately:
a. $190 per undergraduate credit
b. $227 per graduate credit
About Gateway
Click for course information or FAQ.
The Gateway to Mathematics Project (GtM) will create …
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· A state-wide alliance of universities, K-12 schools, and private sector partners focused on development of a sustainable, adaptable, scaleable model for WWW-based mathematics education; |
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A A state-of-the-art technical infrastructure for delivering WWW-based mathematics instruction; and |
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· Dual enrollment calculus courses for high school students and adult learners. |
Why calculus?
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According to a report in the New Economy Index, "The correlation between the number of employed Ph.D. scientists and engineers and Ph.D. degrees in science and engineering from universities in a state is remarkably high (0.97)." Idaho ranks in the bottom quartile of the states in terms of the number of working scientists and engineers. If Idaho is going to compete in a national technology marketplace, we must to some extent “grow our own” scientists and engineers. The first step in doing so is to attract and retain undergraduates in these curricula, all of which use calculus as a gatekeeper at the entry level. |
Why high school students?
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· Access to calculus courses is rare in rural high schools; |
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· Rural Idaho has a wealth of mathematical talent ready for development; |
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· Gateway will jump-start the undergraduate careers of Idaho’s mathematically talented high school students and give them an advantage in state and national scholarship competitions; |
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· Earning calculus credits while still enrolled in high school all but guarantees science, mathematics, engineering, and technology (SMET) majors advanced placement upon entering university. |
Why adult learners?
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Many workers in knowledge- and technology-based industries are seeking professional development opportunities involving the study of mathematics. Partnering with private sector partners, GtC will develop and deliver WWW-based courses adapted to the needs of these workers. |
Why now?
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· In the global marketplace, the U.S. is losing its competitive edge in many knowledge and technology-based industries; |
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· Given affordable access to meaningful professional development opportunities, many workers will take that step, then the next, then the next. This is how our industries will get smarter: One smart worker at a time. |
Contact information.
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Aaron Kraft, Gateway Partnership Manager Department of Mathematics, University of Idaho Moscow, ID 83844-1103 |
208-885-6266
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