Math & Science Graduate Fellows in K-12 Education

Fellow: Melissa Larson, M.S. graduate fellow in Mathematics and Statistics
Teacher: Dan Johnson, Fond du Lac Ojibwe School, grades 7-12 Mathematics

My name is Melissa Larson. I am attaining my second year at UMD in the Applied and Computation Mathematics program.  Currently I am finishing up my master’s project, “Verifying and Discovering BBP-Type Formulas”.  The original BBP formula is

I have verified similar formulas found in literature.  Also, I’ve produced an algorithm for discovering BBP-Type formulas and used the algorithm.  Through the GK-12 fellowship, I am working with Dan Johnson at Fond du Lac Ojibwe School in the high school math classrooms.  The courses I worked with were from Math 7 to Algebra II to Refresher Math.  It was an excellent experience to observe and work with the variety of classes.  The opportunity also provided the experience of working with a minority, Native American students.

My goals for the GK-12 program were to gain a better understanding of the educational environment for minorities the best methods to teach in this environment.  I also hoped to strengthen my knowledge, skills, and communicate of STEM.  These goals have been achieved through creating inquiry-base lesson plans and carrying them out to the students.  They have also been accomplished through working with the students and being another aid for them.  I know they have taught me more and I am sure I have taught them.  It have been a trill to watch the engagement in mathematics grow.

My name is Dan Johnson, FDL's math teacher. Upon signing up to be a GK-12 teacher, my main objective was to increase and strengthen my knowledge in the STEM disciplines.  I also wanted to incorporate more inquiry-based learning within my classes.  The program also presented itself as a great opportunity to network with other classroom teachers, the University of Minnesota, and the graduate fellows.

Because of the GK-12 program, I have increased by knowledge and skills in presenting and designing inquiry-based lesson plans throughout my classrooms.  Having a graduate fellow help with the design and implementation of these lessons has proven to be extremely helpful.  As most teachers know, time is something that we do not have enough of.  Many of the lessons that we presented this last school year would not have been possible without the help of my graduate fellow and the resources of the University of Minnesota.  This experience has allowed me to strengthen my teaching skills and has allowed my students to become more proficient and confident in mathematics. 

Teams in Action

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Curriculum