Lesson 1:

• Orienting participants to the program (course description and introductions)
• Initial math survey
• NCTM video "Making the Connection"

Hw. 1:

• Write a metaphor for math
• Reading on course philosophy
• Readings of classroom vignettes
• Readings on school math reform

Lesson 2:

• Follow-up discussion on school math reform
• Cardtrick activity

Hw. 2:

• Follow-up readings on math metaphors
• Cardtrick assignment
• Readings on affective aspects of learning math

Lesson 3:

• Follow-up discussion of cardtrick activity
• Solving a real-life math-related problem

Hw. 3:

• Readings on problem solving
• Writing assignment on problem solving
• Readings on children's learning of math
• Student case study -- informal observations

Lesson 4:

• Follow-up discussion on problem solving
• Discussion of "Readings and presentation on a chosen topic" project requirements and deadlines
• Follow-up discussion on readings on children's learning of mathematics
• Discussion of the "student case-study" project requirements and deadlines

Hw. 4:

• written reflections on math problem solving
• Student case-study -- preliminaries
• preliminary tessellation assignment

Lesson 5:

• Tessellation inquiry experience I:
  • Introduction
  • Interpreting a definition of tessellation
  • Developing conjectures about tessellations (begins)
• Update on "Student case-study" (if necessary)

Hw. 5:

• readings on math definitions
• exploration of given tessellation questions
• list of ways to test conjectures
• written reflections on tessellation experience
• Student case-study -- observations
• Topic project -- choose topic

Lesson 6:

• Tessellation inquiry experience II:
  • Reflecting on mathematics and definitions
  • Developing conjectures about tessellations (continues)
  • Modeling how to test a conjecture
  • Exploring conjectures about tessellations independently
• Update on "Student case-study" (if necessary)

Hw. 6:

• readings on problem posing
• exploration of chosen tessellation question
• written reflections on tessellation experience
• readings from the NCTM Standard (geometry standards)
• Student case-study -- observations

Lesson 7:

• Tessellation inquiry experience III (Exploring conjectures about tessellations independently (continues))
• Reflections on math significance of tessellation experience
• Begin "Walk down memory lane" on tessellation experience
• Update on "Student case-study" (if necessary)

Hw. 7:

• written "Walk down memory lane" on tessellation experience
• readings from the NCTM Standard (teaching standards)
• reading stories of inquiry math classrooms
• Student case-study -- observations

Lesson 8:

• "Walk down memory lane" discussion
• Reflecting on participants' learning differences in the tessellation experience
• Follow-up discussion of stories of inquiry math classrooms
• First identification of characteristics of an inquiry approach
• Finalize topics for "Topic project"

Hw. 8:

• readings from the NCTM Standard (teaching standards)
• readings on inquiry approach
• Student case-study -- first draft of report due

Lesson 9:

• Follow-up discussion on inquiry approach
• Student case-studies reports
• Modeling of presentation on the "Readings and presentation on a chosen topic" project

Hw. 9:

• Preparing for Topic project presentations
• MIDTERM take-home exam: Analyze in writing a classroom vignette from an inquiry perspective

Lesson 10:

• Presentations of Topic projects

Hw. 10:

• Preparing for Topic project presentations
• Final draft of Student case-study report

Lesson 11:

• Presentations of Topic projects

Hw. 11:

• Written report on Topic project
• Identify teaching strategies modeled in the course
• Readings on assessment

Lesson 12:

• Follow-up discussion on assessment
• Reflecting on teaching strategies modeled in the course
• Course evaluation (forms + open discussion)

Hw. 12:

• "What have I learned" paper (participants' written final reflection)