Kenneth Horwitz

University Lecturer, Mathematical Sciences

G11C Central King Building

Education

Ed.D.; Rutgers University-New Brunswick; Math Education;

Ed.D.; Rutgers University; Math Education; 2016

Ed.D.; Rutgers University; Math Education; 2016

2023 Spring Courses

MATH 333 - PROBABILITY AND STATISTICS

MATH 309 - MATH ANALYSIS FOR TECH

MATH 309 - MATH ANALYSIS FOR TECH

Teaching Interests

Precalculus, Calculus 1 (Math 138), Calculus 2 (Math 238), Math 309 Math Analysis for Technology, Probability and Statistics for Engineers (Math 333)

Past Courses

MATH 107: UNIVERSITY MATHEMATICS

MATH 107: UNIVERSITY MATHEMATICS A

MATH 107: UNIVERSITY MATHEMATICS B I

MATH 108: UNIVERSITY MATHEMATICS I-B

MATH 110: UNIVERSITY MATHEMATICS B II

MATH 111: CALCULUS I

MATH 115: ELEMENTS OF GEOMETRY

MATH 116: MATHEMATICS OF DESIGN

MATH 135: CALCULUS FOR BUSINESS

MATH 138: GENERAL CALCULUS

MATH 138: GENERAL CALCULUS I

MATH 139: TRIGONOMETRY&PRIN OF DIFF CALC

MATH 238: GENERAL CALCULUS II

MATH 279: STATS &PROBABILITY FOR ENGR

MATH 309: MATH ANALYSIS FOR TECH

MATH 309: MATHEMATICAL ANALYSIS FOR TECHNOLOGY

MATH 333: PROBABILITY & STATISTICS

MATH 333: PROBABILITY AND STATISTICS

MATH 107: UNIVERSITY MATHEMATICS A

MATH 107: UNIVERSITY MATHEMATICS B I

MATH 108: UNIVERSITY MATHEMATICS I-B

MATH 110: UNIVERSITY MATHEMATICS B II

MATH 111: CALCULUS I

MATH 115: ELEMENTS OF GEOMETRY

MATH 116: MATHEMATICS OF DESIGN

MATH 135: CALCULUS FOR BUSINESS

MATH 138: GENERAL CALCULUS

MATH 138: GENERAL CALCULUS I

MATH 139: TRIGONOMETRY&PRIN OF DIFF CALC

MATH 238: GENERAL CALCULUS II

MATH 279: STATS &PROBABILITY FOR ENGR

MATH 309: MATH ANALYSIS FOR TECH

MATH 309: MATHEMATICAL ANALYSIS FOR TECHNOLOGY

MATH 333: PROBABILITY & STATISTICS

MATH 333: PROBABILITY AND STATISTICS

Research Interests

Video Data Research, Representations, Heuristics, Problem Solving strategies, Acitve Learning

In Progress

**USING PROFESSIONAL DEVELOPMENT TO PREPARE TEACHERS IN ACTIVE LEARNING IN AN URBAN SCHOOL DISTRICT**

**Abstract**

This study will examine a unique teacher professional development program designed for in-service teachers called the Math Success Initiative. This program goes with the conference theme building on the past to build on the future because the program is designed to build upon the skills of in-service teachers and provide them with the most updated practices in Active Learning. This comprehensive program begins with a summer boot camp-style program that not only provides additional training in content knowledge, pedagogical content knowledge but also knowledge in advanced mathematics and applications of the math learned in high school. The participants in this program will also get a practice-based experience in active learning techniques like inquiry-based learning, project-based learning, and flipping the classroom. The teachers then continue the program during the academic year with 4 more professional development experiences and support. In this preliminary report, we will describe the professional development program and highlight the results from the first cohort of teachers to complete the training.

This study will examine a unique teacher professional development program designed for in-service teachers called the Math Success Initiative. This program goes with the conference theme building on the past to build on the future because the program is designed to build upon the skills of in-service teachers and provide them with the most updated practices in Active Learning. This comprehensive program begins with a summer boot camp-style program that not only provides additional training in content knowledge, pedagogical content knowledge but also knowledge in advanced mathematics and applications of the math learned in high school. The participants in this program will also get a practice-based experience in active learning techniques like inquiry-based learning, project-based learning, and flipping the classroom. The teachers then continue the program during the academic year with 4 more professional development experiences and support. In this preliminary report, we will describe the professional development program and highlight the results from the first cohort of teachers to complete the training.

**Utilizing Video Analytics to show Representations used in Comparing and Ordering Unit Fractions**

For a presentation for the Association of Math Teacher Educators.

Conference Proceeding

Utilizing Analytics to Show Representations in Comparing and Ordering Fractions

WTM, Verlag für wissenschaftliche Texte und Medien, 2019, August 2019

WTM, Verlag für wissenschaftliche Texte und Medien, 2019, August 2019

Chapter

Horwitz, Kenneth, & Schmeelk, Suzanna (2017). Comparing and Ordering Fractions, Carolyn Maher and Dina Yankelewitz (Eds.),

Horwitz, Kenneth (2017). Extending Fraction Placements From Segments to a Number Line , Carolyn Maher and Dina Yankelewitz (Eds.),

*Sense Publishers*. (pp. 239). Rotterdam: Sense PublishersHorwitz, Kenneth (2017). Extending Fraction Placements From Segments to a Number Line , Carolyn Maher and Dina Yankelewitz (Eds.),

*Sense Publishers*. (pp. 239). Rotterdam: Sense PublishersJournal Article

Horwitz, Kenneth (2013). The Bulldog Lottery.

*The Mathematics Teacher*,*106*(9), p. 720.