How would you like to strengthen your pedagogical content knowledge in the area of mathematics? This specialization is designed for both practicing and future teachers at the P-12 levels who want to develop the latest theoretical knowledge in mathematics pedagogy and the integration of this knowledge into instructional practices.
Mathematics Education Specialization
Curriculum and Instruction (MS)
Curriculum and Instruction (MS) Mathematics Education Specialization
The Mathematics Education Specialization Program Is For:
- Current educators teaching in P-12 settings who are looking for advanced mathematical pedagogical content knowledge to become curriculum specialists or interdisciplinary instructional leaders.
- Individuals who already hold a bachelor’s degree (in any area) who want to become teacher leaders in the area of mathematics education in their educational communities.
- Educators wanting to learn more about the National Council of Teachers of Mathematics (NCTM) five Content Standards in the areas of Number & Operations, Algebra, Geometry, Measurement and Data Analysis & Probability.
- Educators aspiring to add to their knowledge base in the area of mathematics in order to teach and/or coach in this content area.
- Those interested in teaching at the college level.
Curriculum Course Descriptions
Through the study of the basic principles of curriculum development, educators and curriculum leaders are provided with knowledge, skills, and experiences to be actively involved in multiple facets of curriculum development, including planning, design, developmental processes and approaches, implementation, evaluation, and improvement/change. Development of curriculum will systemically address technology integration, evidenced-based practices, innovative and collaborative learning experiences, and the impact of social, political, psychological, and economic factors.
Requires students to identify a research problem, develop a design for the study and write a research proposal. Provides opportunities to evaluate and interpret research literature.
Advances the concepts, ideas, and professional learning gained throughout the MS Curriculum and Instruction program of studies. In addition to weekly class sessions, field-based experiences include completion of a content-based applied action research project under the guidance of University faculty in ADSOE and the College of Arts and Sciences. This is the capstone course in the MS in Curriculum and Instruction.
This course surveys historical and current trends in educational curriculum development and their impact on public and non-public schools from an instructional leadership perspective.
This course will prepare educators to be proficient in the application of a variety of instructional strategies. A study of pedagogical models will provide the foundation upon which educators can reflect upon best practices and meet the needs of diverse learners.
This course is designed to provide the experienced teacher with a comprehensive perspective on the principles of mentoring and coaching. Class sessions will focus on providing awareness of the knowledge base related to mentoring, as well as a set of mentoring skills and various strategies for applying the functions and behaviors associated with effective mentoring. Individuals responsible for the planning and implementation of teacher induction and orientation programs will also benefit from this course.
This course includes the design, development, reflection, and restructuring of classroom instruction based on students' performance and assessment data. Current models used to assess students' learning are examined, including the use of performance criteria. Issues impacting this role and the restructuring of standards-based instruction based on students' performance, progression, and learning are the focus.
Mathematics Education Courses
This course investigates the concept of number as it is aligned with the Number and Operations strand of the National Council of Teachers of Mathematics (NCTM). It includes the following topics: number systems, numbers sets, infinity and zero, place value, meaning and models for operations, divisibility tests, factors, number theory, fractions, decimals, rations, percents, rational numbers, and proportional reasoning.
This course investigates topics from data and measurement as they are aligned with the Data & Measurement strand of the National Council of Teachers of Mathematics (NCTM). The topics of discussion include basic measurement properties of length, area, perimeter, volume, weight, time, and temperature with their historical connections, realistic and relevant applications.
This course investigates algebraic thinking as it is aligned with the Algebra Strand of the National Council of Teachers of Mathematics (NCTM). It includes the following topics: patterns, functions, and algorithms; proportional reasoning, linear functions, and slopes; solving equations, non-linear functions, and algebraic structure; and analysis of change in various contexts.
This course investigates geometry as it is aligned with the Geometry Strand of the National Council of Teachers of Mathematics (NCTM). It Includes the following topics: analyzing characteristics and properties of two- and three-dimensional geometric shapes and developing mathematical arguments about geometric relationships; specifying locations and describing spatial relationships using coordinate geometry and other representational systems; applying transformations and using symmetry to analyze mathematical situations; using visualization, spatial reasoning, and geometric modeling to solve problems.
This course investigates topics from statistics and probability as they are aligned with the Data Analysis & Probability strand of the National Council of Teachers of Mathematics (NCTM). The topics of discussion Include collecting, organizing and displaying data, measures of center and spread, tree diagrams, independent and dependent events, combinations and permutations with their historical connections, realistic and relevant applications.