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Mathematics Curriculum Development

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Mathematics Curriculum Development course photo

Mathematics Curriculum Development

Maria Droujkova's picture
Course organiser: Maria Droujkova
About the Course Organiser: 

Maria Droujkova

Maria_Droujkova_100by100.jpgI have about fifteen years of experience developing programs and courses for helping people to learn mathematics and to engage in research. I design, develop and write about learning experiences for diverse people and situations: early algebra games for pre-K groups of children; Math Clubs and the Family Online Studies for family-centered communities; classes and seminars for k-20 and graduate students; and seminars, workshops and classes for pre-service and in-service teachers. I started several online educational communities, including the Natural Math network and the Math 2.0 Interest Group. I am a member of several hundred online educator networks. I have BS in Mathematics from Moscow State University, MS in Applied Mathematics from Tulane University and PhD in Mathematics Education from NCSU. My studies have been supported by grants, and published and presented nationally and internationally.

I live in Cary, North Carolina with my husband of twenty years and our daughter. I like to read science fiction and fantasy. My favorite computer games are MMORPGs and puzzles. Of the arts, I like drawing, folding origami, and drumming. For physical activities, I do amateur climbing and parkour. If you do a video conference with me, you are likely to see a dog and a parrot who live in my home office.

Contact Information: Real Time

Phone (919) 388-1721
Skype maria_droujkova
Google chat
Facebook chat

Contact Information: Message


No of Seats: 
Course Status: 


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A course on curriculum development ideas of the last decade and the near future, through participation in educator communities.


Welcome to the adventures in mathematics curriculum development! This course is offered for credit at Arcadia University graduate school, as well as for open participation from larger mathematics education community.

Course events and activities will be coordinated through ED534Arcadia wiki.

This fast-paced, highly interactive online course introduces participants to curriculum development ideas of the last decade, concepts from the near future, and tried-and-true classics. All course tasks happen live in vibrant, growing online educator communities. Research topics of the course contribute to current events and ongoing hot disputes in mathematics education. Throughout the course, participants will only use free and open educational resources, software and communication platforms, contributing to their teaching and learning toolkit. Course themes include:

  • Learning fundamental ideas of algebra, geometry, calculus, and statistics
  • Meaning and significance of mathematics
  • Problem-posing, problem-solving and modeling
  • Math 2.0: computational software and social media
  • Humanistic mathematics
  • Psychology of mathematics education for curriculum development


Learning objectives

Week 1

  • Formulate everybody's first course goals, get to know one another
  • Start using the course's basic communication tools: wiki, email group, web conferencing, blogs
  • Reflect on different people's takes on the mathematical future

Week 2

  • Flesh out more details in design principles
  • Continue using past technology; add screencasts and GeoGebra
  • Do not join math wars

Week 3

  • Design an algebra activity (any level k-20)
  • Continue using past technology; add Wolfram|Alpha and collaborative spreadsheets
  • Do not join math wars; put "fun" in "fundamental"
  • Decide whether Bloom's taxonomy is a useful tool for you

Week 4

  • Teach the algebra activity (any level k-20)
  • Continue using past technology; add Diigo and Twitter
  • Sharing, collaboration... distraction? Evaluate social media for teachers and students

Week 5

  • Design a geometry activity. Remix and teach an algebra activity (both for any level k-20)
  • Continue using past technology; add Scratch
  • Contemplate the role of programming in the learning of mathematics

Week 6

  • Conduct your geometry activity.
  • Continue using past technology; add mind-mapping and chart-making
  • Define the role of exercises, problems and models in your curricula

Week 7

  • Design a probability, statistics or data analysis activity. Remix and teach a geometry activity (both for any level k-20)
  • Continue using past technology; add data visualization suites
  • Discuss multiple representations in learning, teaching and research

Week 8

  • Conduct your probability, statistics or data analysis activity.
  • Continue using past technology; add Voice Thread
  • Discuss well-being issues in learning activity design

Week 9

  • Design a calculus activity; remix and conduct a statistics activity (any level k-20)
  • Continue using past technology; add Prezi
  • Investigate how to create balances between opposite requirements to achieve flow, and decide if it's worth the effort

Week 10

  • Conduct your calculus activity; remix one of your old activities for young children
  • Continue using past technology; add Animoto
  • Investigate how to create balances between opposite requirements to achieve flow, and decide if it's worth the effort

Week 11

  • Conduct your young children's activity
  • Organize your digital self
  • Discuss "the big sort"

Week 12

  • Review research and practice literature about your topic
  • Plan a teaching experiment. Is every lesson a teaching experiment?
  • Position yourself within the daily work and the global drama of math education reforms

Week 13

  • Conduct the teaching experiments planned last week. Remix someone else's special topic.
  • Submit a presentation proposal about your topic to a conference or unconference
  • Discuss strengths and issues of peer tools

Week 14

  • Summarize experiences of the course
  • Package big ideas to take home
  • Sketch future math ed adventures