This calculus course covers differentiation and integration of functions of one variable, and concludes with a brief discussion of infinite series. Calculus is fundamental to many scientific disciplines including physics, engineering, and economics.

This course is design to support the development of foundational skills in workplace communication and mathematics that are used in various STEM careers. The course offers practice using workplace communication and math skills that are encountered in the workforce. The activities are designed to strengthen skills in preparation for entering a college program in a STEM career.

This subject exposes students to a variety of visualization techniques so that they learn to understand the work involved in producing them and to critically assess the power and limits of each. Students concentrate on areas where visualizations are crucial for meaning making and data production. Drawing on scholarship in science and technology studies on visualization, critical art theory, and core discussions in science and engineering, students work through a series of case studies in order to become better readers and producers of visualizations.

This guide is a collection of ideas, strategies, and activities for an introductory creative computing experience using the Scratch programming language. The activities are designed to support familiarity and increasing fluency with computational creativity and computational thinking. In particular, the activities encourage exploration of key computational thinking concepts (sequence, loops, parallelism, events, conditionals, operators, data) and key computational thinking practices (experimenting and iterating, testing and debugging, reusing and remixing, abstracting and modularizing). Learn more about computational thinking – what it is and how to assess its development in learners – from resources in the appendix or by visiting http://scratched.gse.harvard.edu/ct

This microcredential represents educators' effective and consistent instructional practices to support and assess algebraic literacy. This is the fourth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent implementation of the conceptual underpinnings of algebra in mathematics instruction. This is the first of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective instruction on the historical development of algebra and how perspectives from diverse cultures have contributed to and enriched algebra. This is the fifth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective corrections of learner misconceptions during algebra instruction. This is the second of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective instruction on the connections between different algebraic representations. This is the sixth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent use of technology in teaching algebra. This is the third of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent connection of geometry content to other mathematical topics. This is the last of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' effective implementation of the vertical alignment of Geometry standards and how this relates to student learning. This is the second of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' understanding and implementation of history and proof in the classroom. This is the fifth of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' implementation of lesson planning and identifying student misconceptions in the classroom. This is the fourth of six required microcredentials for the Geometry in Secondary Mathematics stack.

This piece is focused on showcasing a teacher’s mastery and understanding of the Conceptual Underpinnings of Geometry Pedagogy in the classroom. This is the third of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent use of technology as a part of geometry instruction.

This microcredential represents educators' ability to plan an effective Secondary Mathematics lesson plan that utilizes appropriate and varied instructional strategies. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This microcredential represents educators' use of a variety of assessment types contextualized within a unit plan and the use of those assessment results to inform instruction. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This microcredential represents educators' ability to plan an effective Secondary Mathematics unit plan that is aligned to grade-specific standards, anticipates student responses, and includes questions to further student’s learning. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This microcredential represents educators' understanding of how key mathematical ideas build across grades and how that progression of ideas impacts the standards in a selected course.