K-8 Mathematics Professional Development Opportunities

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Education Outreach and Partnerships
School of Education
Teacher Education Building
225 N. Mills Street - Suite 264
MadisonWI  53706-1691

Tel: 608/263-5140
Fax: 608/265-4309

Email: outreachinfo@education.wisc.edu
or by contact form


K-8 Mathematics Microcredential Course

UW-Madison's ​school of Education
Education Outreach and Partnerships​


Now enrolling for the Geometry, Measurement, and Data course,
which will be held in spring semester of 2017.

In person dates for the spring course:

jan. 19
Feb. 2
Mar. 2
Mar. 23
Apr. 13
Apr. 27

These will be held at the Oregon School District Office.

Please sign-up for information via the link above by January 13!


This microcredential gives educators the opportunity to deepen their own mathematical knowledge in a setting that models student-centered pedagogy. The K-8 structure of these courses encourages cross-grade-level discussion around content and pedagogy. Activities and assignments will frequently be differentiated in order to accommodate the wide variety of math experience of participants. The ​courses began in September of 2016, but we are still welcoming participants. The two-year program is divided as follows:

  • Year 1: Participants engage in a series of ​two ​semester-long courses that emphasize different elements of mathematical content and pedagogy (see below for details). ​Courses are offered in a blended online/in-person structure to accommodate the busy schedule of practicing educators. For example, a ​course might consist of six in-person evening meetings over a semester, interspersed with online assignments.  

·       Course ​1 = Number, Proportion, and Algebra (non-credit or 3 credits)

·       Course 2 = Geometry, Measurement, and Data (non-credit or 3 credits)

  • Year 2: Participants conduct a year-long action research study in their own school, incorporating ideas from the year 1 ​courses. Participants will be guided and supported in this process through both in-person meetings and online activities, culminating in a research presentation in June of the following year.

·       Course 3 = ​Action Research (non-credit or 3 credits)

Content Courses as Professional Development

The Number/Algebra and Geometry/Data courses can also be taken outside of the microcredential program as stand-alone professional development courses.

Who should ​do this program?

  • K-8 teachers looking for support in developing the mathematical thinking of students.
  • K-8 teachers interested in becoming elementary math leaders or coaches.
  • Coaches who want to support teachers in developing students’ mathematical thinking. 


Dr. Gwyneth Hughes works in the Education Outreach and Partnerships Office at UW Madison. She has been providing mathematics professional development in-person and online to K-12 teachers for the past seven years. Her background includes teaching high school math and a PhD in Geoscience.

Gwyneth Hughes 
Email: ghughes2@wisc.edu
Phone: (608) 263-3516


Non-Credit Option

$550 per course

Academic Credit Option

Through generous alumni scholarship support, we are able to offer academic course credit (3 special student credits) for just $150 per course in addition to the $550 registration fee.

·       Course ​1 = Number, Proportion, and Algebra (3 credits)

·       Course 2 = Geometry, Measurement, and Data (3 credits)

·       Course 3 = ​Action Research (3 credits)

Those taking credits will need to register as special students, enroll through UW, and will have a final project write-up in addition to the regular course content.

How long will each course take? 

Each course has ​eight (8) online sessions, each of which takes about three (3) hours to complete. In combination with the in-person meetings, each ​course is expected to take about ​45 total hours. The Number/Algebra and Geometry/Data courses can be taken in either order—so long as they are both taken before the Year 2: Action Research portion.

Please note: While every ​course incorporates all the pedagogical elements listed ​below, participants will focus on specific aspects of math pedagogy during each module with respect to their own classroom practice.




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