Summer Institutes

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For Summer 2023, each MELT Institute at AppState in BOONE, NC will:

1. Be four days per week — Monday-Thursday.
2. Be Face-to-Face with a limited number of seats available for additional Synchronous
Online participation for those who cannot come to Boone.
3. Cost $200 per person per institute.
4. Provide a maximum of 3 CEUs or 2 graduate credits, depending on the participant selection
and the level of participation by each registrant.

Additional MELT Summer Institutes will be provided in HICKORY, NC.

At the North Carolina Center for Engineering Technologies (NCCET)
1990 Main Avenue SE, Hickory, NC 28602-1401

For Summer 2023, each MELT Institute offered in Hickory will:

1. Be four days per week — Monday-Thursday.
2. Be Face-to-Face ONLY, with NO virtual participation.
3. Cost $200 per person per institute.
4. Provide a maximum of 3 CEUs or 2 graduate credits, depending on the participant selection
and the level of participation by each registrant.

 

All MELT registrations are submitted through an online application form.  The online registration system will open in January 2023.  Registrations will be accepted first-come-first-served until Institutes are filled. 

MELT tuitions are non-refundable.  Cancellations received in writing will receive credit for the MELT program in the following year. 

 

Summer Institutes Schedule

 

Week 1
June 19-22, 2023

Face-to-Face at AppState in BOONE, NC or synchronously online

  • Math 1
  • K-5 Math, Vertical Alignment, Pedagogy, and Assessment
  • Connections and Deeper Math Investigations (6-12)
  • Statistical Thinking in Grades K-8

 

Week 2
June 26-29, 2023

At AppState in BOONE, NC  Face-to-Face or synchronously online

  • Math 4
  • 6-8 Math, Vertical Alignment, Pedagogy, and Assessment
  • Teaching Math to K-12 Special Education Students   
  • Desmos (6-12)

In HICKORY, NC,  Face-to-Face ONLY, NO virtual participation  
at the North Carolina Center for Engineering Technologies (NCCET)
1990 Main Avenue SE, Hickory, NC 28602-1401

  • Math 1
  • K-5 Math, Vertical Alignment, Pedagogy, and Assessment

 

Week 3
July 10-13, 2023

Face-to-Face at AppState in BOONE, NC or synchronously online

  • Math 2/3
  • Mathematics Teaching to Emergent Bi/Multilingual Learners (formerly known as ELL and ESL)
  • Desmos Computation Layer (6-12)
  • Teaching and Learning Using Math Manipulatives in K-8

 

Summer Institutes Course Descriptions


Week 1: June 19-22, 2023;  AppState in BOONE, NC

Face-to-Face or Synchronously Online

Math 1 (3 CEUs in math)

This Institute exemplifies the integrated and inquiry-based nature of the content in Math
1, with additional considerations of pedagogical best practices.  Institute experiences
include instruction and learning through: inquiry-based methods; mathematical modeling;
using technology; assessment strategies; reasoning and problem solving; standards on
mathematical content, teaching, learning, and practices; and investigating teacher and
student beliefs.  To shed light on the mathematics in these courses, some of the
mathematical topics and approaches in this Institute transcend high school mathematics.   

Vertical Alignment, Pedagogy, and Assessment for Grades K-5 Math (3 CEUs in math or general)

This Institute focuses on the mathematics recognized in grades K-5. The mathematics
will be considered through the relevant content strands (number sense, properties, and
operations; measurement; geometry and spatial sense; data analysis, statistics, and
probability; and algebra and functions). Investigations will also consider the
mathematical practices (problem solving and perseverance, abstract and quantitative
reasoning, constructing and critiquing arguments, modeling with mathematics,
strategically using appropriate tools, attending to precision, and finding and using
structure). 

Connections and Deeper Math Investigations and Connections in Grades 6-12 (3 CEUs in math or general)

Many mathematical topics are taught and learned disconnectedly. Lost are connections
between algebra and geometry; probability and statistics; number systems, operations,
and equations; zero and infinity, and an untold number of other combinations of topics.
Recognizing these connections provides greater insights into the investigated
mathematics, explains why mathematics works, and offers untold engaging topics to be
considered with unanticipatedly rich results. Participants scratch their heads to solve
problems, wrestle with novel solution techniques, and say, “Wow. I never knew that.
That is so cool. My students need to see this.” This institute employs Desmos and other
technology in novel ways and covers topics consistent with grades 6-12 standards without
transcending grades 6-12 mathematics. Participants enjoy exploring mathematical
connections and deeper investigations and the resulting serendipity. Investigations will
also consider the mathematical practices (problem solving and perseverance, abstract and
quantitative reasoning, constructing and critiquing arguments, modeling with
mathematics, strategically using appropriate tools, attending to precision, and finding and
using structure). 

Statistical Thinking in Grades K-8 (3 CEUs in math or general)

Because the terms measurement, data, probability, and statistics in various
standards may seem rather disconnected, many are surprised at the depth and
breadth of statistical thinking in K-8 mathematics. This Institute will consider the
content and pedagogy that will assist K-8 students to develop more conceptually-
based understanding and skills to navigate appropriate statistical thinking problem
solving and tasks. Investigations will also consider the mathematical practices
(problem solving and perseverance, abstract and quantitative reasoning,
constructing and critiquing arguments, modeling with mathematics, strategically
using appropriate tools, attending to precision, and finding and using structure). 


Week 2: June 26-29, 2023;  AppState in BOONE, NC

Face-to-Face or Synchronously Online

Math 2/3 (3 CEUs in math)

This Institute exemplifies the integrated and inquiry-based nature of the content in Math
2/3, with additional considerations of pedagogical best practices.  Institute experiences
include instruction and learning through: inquiry-based methods; mathematical modeling;
using technology; assessment strategies; reasoning and problem solving; standards on
mathematical content, teaching, learning, and practices; and investigating teacher and
student beliefs.  While participants can select to focus on Math 2 or Math 3, activities
span both courses, and additional activities are provided for each specific course.) To
shed light on the mathematics in these courses, some of the mathematical topics and
approaches in this Institute transcend high school mathematics.     
 
Vertical Alignment, Pedagogy, and Assessment for Grades 6-8 Math (3 CEUs in math or general)

This Institute focuses on the mathematics recognized in grades 6-8. The mathematics
will be considered through the relevant content strands (number sense, properties, and
operations; measurement; geometry and spatial sense; data analysis, statistics, and
probability; and algebra and functions). Investigations will also consider the
mathematical practices (problem solving and perseverance, abstract and quantitative
reasoning, constructing and critiquing arguments, modeling with mathematics,
strategically using appropriate tools, attending to precision, and finding and using
structure). 

Teaching Math to Special Education Students (Grades K-12) (3 CEUs in math or general)

Mathematics teachers of students with learning disabilities need support regarding
content, pedagogy, and learning associated with this population of students.  This
Institute covers common scenarios among special education and learning disabled
students who struggle to learn math. This Institute navigates the relationship between
cognitive function and acquiring mathematical understanding and skills. In addition,
participants analyze common mathematical errors made by students with math disabilities
regarding numerous mathematics domains and topics as defined by research focusing on
where students with disabilities most frequently struggle.  Participants also examine
components of research-based interventions at the Tier 2 and Tier 3 level of an MTSS
framework.  The CEUs provided through this Institute are in math, general or special
education, or in a combination of these as is needed by the participant.

Desmos (Grades 6-12) (3 CEUs in math, digital literacy, or general)

Desmos is being increasingly integrated into mathematics teaching, learning, and
assessment.  Desmos use can range from introductory, rudimentary, and intuitive to very
sophisticated uses.  Some of these uses can lead to powerful student investigations,
meaningful assessment tools, and the deepening of student conceptual development.  This
Institute investigates employing Desmos as an epistemological (learning) tool and as a
pedagogical (teaching) tool and investigates how to use Desmos to differentiate
instruction for various learners.  The CEUs provided through this Institute are in
mathematics, digital learning, or in a combination, as needed by the participant.


Week 2: June 26-29, 2023; HICKORY, NC

at the North Carolina Center for Engineering Technologies (NCCET)
1990 Main Avenue SE, Hickory, NC 28602-1401

Face-to-Face ONLY, NO virtual participation

Math 1 (3 CEUs in math)

This Institute exemplifies the integrated and inquiry-based nature of the content in Math
1, with additional considerations of pedagogical best practices.  Institute experiences
include instruction and learning through: inquiry-based methods; mathematical modeling;
using technology; assessment strategies; reasoning and problem solving; standards on
mathematical content, teaching, learning, and practices; and investigating teacher and
student beliefs.  To shed light on the mathematics in these courses, some of the
mathematical topics and approaches in this Institute transcend high school mathematics.   
 
Vertical Alignment, Pedagogy, and Assessment for Grades K-5 Math (3 CEUs in math or general)

This Institute focuses on the mathematics recognized in grades K-5. The mathematics
will be considered through the relevant content strands (number sense, properties, and
operations; measurement; geometry and spatial sense; data analysis, statistics, and
probability; and algebra and functions). Investigations will also consider the
mathematical practices (problem solving and perseverance, abstract and quantitative
reasoning, constructing and critiquing arguments, modeling with mathematics,
strategically using appropriate tools, attending to precision, and finding and using
structure). 


Week 3: July 10-13, 2023; AppState in BOONE, NC

Face-to-Face or Synchronously Online

Math 4 (3 CEUs in math)

This Institute exemplifies the integrated and inquiry-based nature of the content in Math
4, with additional considerations of pedagogical best practices.  Institute experiences
include instruction and learning through: inquiry-based methods; mathematical modeling;
using technology; assessment strategies; reasoning and problem solving; standards on
mathematical content, teaching, learning, and practices; and investigating teacher and
student beliefs.  To shed light on the mathematics in these courses, some of the
mathematical topics and approaches in this Institute transcend high school mathematics.   

Desmos Computational Layer (Grades 9-12) (3 CEUs in math, digital literacy, or general)

Many teachers are aware of building simple apps in Desmos. However, many now wish
to go deeper into Demos’ programming and investigate the Computational Layer. By
editing the computational layer, existing Desmos apps can be more targeted to students’
needs, and Desmos apps can be modified to address teacher-selected concepts. This
institute investigates the Desmos computational layer through many mathematical topics.
Note, this Institute is not recommended for beginner Desmos users. Participants in
this Institute should have some comfort with classroom uses of Desmos from both the
teacher and learner perspectives. The CEUs provided through this Institute are in math,
digital learning, general, or a combination, as needed by the participant.

K-12 Mathematics Teaching to Emergent Bi/Multilingual Learners (formerly known as ELL and
ESL) (3 CEUs in math or general)

Language is a basic human right for those who live in and champion the values of a
democratic society.  Languages and cultures are strengths students bring to the
mathematics classroom rather than liabilities.  This institute explores theoretical literature
and best practices for working with emergent English language learners in mathematics. 
Within this institute, participants will learn about teaching mathematics to bi/multilingual
students learning English as an additional language who may also be immigrants or
refugees.  The institute is designed to help teachers understand the needs of emergent
bilingual students, learn to use students’ languages and cultures as a resource in
mathematics classrooms, and implement research-based instructional strategies that are
effective in teaching mathematics to these learners. The CEUs provided through this
Institute are in math, general, or a combination CEUs, as needed by the participant.   

Teaching and Learning with Math Manipulatives (Grades K-8) (3 CEUs in math or general)

Both physical and virtual manipulatives for the teaching and learning of math are
ubiquitous. Unfortunately, many teachers still need training on proper teaching
(pedagogical) and learning (epistemological) through manipulatives. Additionally, only
some have had the opportunity to investigate the differences affecting teaching and
learning concerning physical versus virtual manipulatives. This Institute dives deeply
into manipulatives commonly seen in grades K-8 math classrooms and some less
frequently seen. We will investigate teaching and learning through math manipulatives
and the representational determinism of each manipulative. Investigations will also
consider the mathematical practices commonly recognized in the North Carolina
standards (problem solving and perseverance, abstract and quantitative reasoning,
constructing and critiquing arguments, modeling with mathematics, strategically using
appropriate tools, attending to precision, and finding and use of structure).  The CEUs
provided through this Institute are in math, general, or a combination of both, as is
needed by the participant.

Structural Background of Summer Institutes

All MELT Institutes are developed to address the seemingly continual revision of state and national standards.  Each Institute is modified annually in order to meet the most recent state and national standards recommendations.  Furthermore, each Institute is developed in a manner that will allow for participant experiences to be commensurate with the needs of their students, school, district, and state.  Regardless of the state from which a participant comes and which set of standards that state is using, MELT will ensure that the content and style of each Institute is sufficiently individuated to meet the needs of all participants.  As registrations are received, MELT personnel and instructors collaborate to ensure that the class instruction and experiences are appropriate for all participants and specifically address each respective set of standards. 

All MELT Institutes use a framework that integrates the domains of content, pedagogy, technology, and leadership.

Each MELT Institute attempts to best mirror the recommendations, philosophy, structure and intent of the standards.  MELT Institutes assist teachers in understanding the nature of the state-specific standards and help them to translate content and instructional techniques to their own classrooms to support student learning.

The content and delivery of each Institute is considered through a number of perspectives.  Course appropriate and integrated mathematical content is experienced in every Institute offering.  Although a course may be denoted as addressing only a few mathematical topics, integration of a far greater number of topics commonly occurs.  Some of these topics include algebra, geometry, probability, statistics, discrete math, and mathematical modeling.  The content mirrors the style and content proposed in respective state standards and significantly extends upon such both in depth and through connections.  This ensures that MELT participants gain both the content knowledge and the confidence to replicate and extend the content covered in these Institutes in their own classrooms.

Within the instructional and learning experiences in each MELT Institute, integrated pedagogical and epistemological considerations and experiences are paramount and accompany the mathematical content.  Among others, these experiences include instruction and learning through: inquiry-based methods, mathematical modeling, using technology, assessment strategies, reasoning and problem solving, standards on mathematical teaching, learning, practices, and investigating teacher and student beliefs.

Each Institute is infused with consideration of the nature and practice of leadership.  Participants will consider means and techniques of bringing what they have learned back to their classrooms, schools and districts.  What it means to be a Mathematics Education Leader, what might that look like, and the many forms that may take in individual schools and districts is investigated.

 

Information about MELT Institutes

All MELT registrations are submitted through an online application form.  The online registration system will open in January 2023.  Registrations will be accepted first-come-first-served until Institutes are filled. 

MELT tuitions are non-refundable.  Cancellations received in writing will receive credit for the MELT program in the following year.  ASU and the MELT program reserve the right to cancel Institutes no less than three weeks before the first day of the Institute.  If Institutes are cancelled, affected registrants will receive 100% reimbursement for their MELT Registration fees or be allowed to attend an alternate Institute.  Questions should be directed to Dr. Michael Bossé, MELT@appstate.edu; Office Phone: (828) 262-2862. 

Please make check payable to:    ASU Math Department

                                                                     MELT

                                                                     121 Bodenheimer Drive

                                                                     341 Walker Hall

                                                                     Boone, NC 28608

 

MELT Institutes for CEUs or Graduate Credits

While any MELT Institute can be taken for Continuing Education Units (CEUs) and without graduate course credit, some participants may wish to earn graduate credits to assist them in their graduate program pursuit.

MELT Collaboration with Graduate Studies at Appalachian State University

Participants who wish to receive academic credit for graduate courses associated with the MELT institutes (2 credits per institute) may do so for the additional cost of graduate tuition and fees. In addition to attending the institute, you will be required to complete several graded assignments under the supervision of the MELT Director.

The process for receiving academic credit depends on your current status as a student at Appalachian:

(A) If you are a current graduate student enrolled in Spring classes at Appalachian, you will be registered for the course by the MELT program upon receipt of the institute application form and institute fee. You will be billed for tuition and fees separately by the University through your student account.

(B) If you are not enrolled in Spring classes at Appalachian, you will need to seek admission to the School of Graduate Studies by completing the online application at https://www.gradadmissions1.appstate.edu/gradweb/default.asp.

  • Students who HAVE completed a graduate course at Appalachian in the last seven years must apply to be readmitted as a graduate student. There is no fee for readmission.
  • Students who HAVE NOT completed a graduate course at Appalachian in the last seven years will need to apply for admission. There is a one-time application fee (currently $65), that you will be charged during the online application process.

You will be registered for the course by the MELT program coordinator upon notification of admission from the School of Graduate Studies and receipt of the institute application form and fee.

 

If you have additional questions or need assistance with the process for academic credit, please contact Dr. Holly Hirst, Mathematics Graduate Program Co-Director, hirsthp@appstate.edu.

 

For more information regarding the MELT Program and MELT Institutes, contact

Michael J. Bossé

MELT@appstate.edu

Distinguished Professor of Mathematics Education and MELT Program Director

Dept. of Mathematical Sciences, 243 Walker Hall, 121 Bodenheimer Dr.,

Appalachian State University, Boone NC 28608-2092

Phone: (828) 262-2862