Course Requirements

The Master of Arts in Mathematical Education:  Option 3 (Elementary/middle school mathematics Specialist), 36 credit hours.

Content knowledge for teaching mathematics, 15 hours:

MATH 514 - Algebra and Functions for Elementary and Middle School Teachers (3)

MATH 517 - Number Systems and Number Theory for Elementary and Middle School Teachers (3)

MATH 518 - Rational Numbers and Proportionality for Elementary and Middle School Teachers (3)

MATH 542 - Geometry and Measurement for Elementary and Middle School Teachers (3)

MATH 623 - Data Analysis and Probability for Teachers (3)

Pedagogical knowledge for teaching mathematics, 12 hours:

MATH 632 - Assessment in Mathematics Education (3)

MATH 690 - Curriculum and Instruction in Mathematics Education (3)

MATH 693 - Teaching Mathematics through Problem Solving (3)

MATH 695 - Mathematics Learners and Learning (3)

Research, 3 hours

MATH 694 - Research Methods in Mathematics Education (3)

Leadership knowledge and skills, 6 hours:

MATH 697 - Mathematics Teacher Leadership 1 (3)

MATH 698 - Mathematics Teacher Leadership 2 (3)

                                                                                                                                                                                                

514 Algebra and Functions for Elementary and Middle School Teachers (3)

Algebra as the study of patterns, as a symbolic language, as a tool for problem solving, as the study of functions, as generalized arithmetic, and as a way of modeling physical situations.

Prerequisite:  at least one year of elementary or middle school teaching experience or permission of the department chairperson.

517 Number Systems and Number Theory for Elementary and Middle School Teachers (3)

Number development, number systems, properties and characteristics of classes of numbers, number sense, number theory, operations and their relationships, and algorithms.

Prerequisite:  at least one year of elementary or middle school teaching experience or permission of the department chairperson.

518 Rational Numbers and Proportionaltiy for Elementary and Middle School Teachers (3)

An in-depth study of rational number concepts and operations and the development of proportional reasoning.  Also, issues related to teaching.

Prerequisite:  at least one year of elementary or middle school teaching experience or permission of the department chairperson.

542 Geometry and Measurement for Elementary and Middle School Teachers (3)

Students will develop visualization skills; identify two-and three-dimensional shapes and know their properties; connect geometry to other mathematical topics; research historical topics relevant to elementary and middle school geometry.

Prerequisite:  at least one year of elementary or middle school teaching experience or permission of the department chairperson.

623 Data Analysis and Probability for Teachers (3)

Students will select and use appropriate statistical methods to analyze data, develop, and evaluate inferences and predictions that are based on data, and understand and apply the basic concepts of probability.

Prerequisite:  at least one year of teaching experience or permission of the department chairperson.

632 Assessment in Mathematics Education (3)

Issues related to assessment in mathematics education and the relationship of assessment to curriculum and instruction.  Examination of various types of assessments administered in mathematics classrooms, as well as large-scale local, national, and international assessments.

Prerequisite:  at least one year of teaching experience or permission of the department chairperson.

690 Curriculum and Instruction in Mathematics Education (3)

Focuses on the mathematics curriculum, with emphasis on current issues and trends, on teaching strategies, and standards-based teaching.  Looking at mathematics curriculum from a K-12 perspective, students will work on understanding these recommendations in light of previous mathematics curriculum experiences.

Prerequisite: at least one year of teaching experience or permission of the department chairperson.

693 Teaching Mathematics through Problem Sovling (3)

Knowledge and skills for teaching and learning mathematics through problem solving using multiple representations and orchestrating mathematical discourse to promote mathematical reasoning in student-centered mathematics classrooms.  Design, select/adapt, and solve worthwhile mathematical tasks to support teaching through problem solving.

Prerequisite;  at least one year of teaching expereince or permission of the department chairperson.

694 Research Methods in Mathematics Education (3)

Research analysis and methodology in mathematics education. 

Prerequisite:  at least one year of teaching experience, and 18 hours of graduate credit in mathematics or mathematics education, including MATH 690 and either MATH 632 or MATH 695, or permission of the department chairperson.

695 Mathematics Learners and Learning (3)

In-depth look at mathematics learners and learning as related to learning trajectories, cultural differences, and social learning contexts while building upon learners' existing knowledge/skills.

Prerequisite:  at least one year of teaching experience or permission of the department chairperson.

697 Mathematics Teacher Leadership 1 (3)

An introduction to the development of strategies and skills for teacher leadership in mathematics education, with a focus on models for professional development of mathematics teachers.

Prerequisite:  MATH 690.

698 Mathematics Teacher Leadership 2 (3)

An expansion of the development of strategies and skills for teacher leadership in mathematics education, with a focus on research and collaboration with colleagues and professional communication with stakeholders.

Prerequisite:  MATH 694 and MATH 697