Students should have completed undergraduate mathematics (15 credits or more) including linear algebra and a calculus sequence. An undergraduate major in mathematics or additional mathematics courses beyond linear algebra will be helpful but not necessary.
Prospective students should visit The Graduate School website, where they will find links with information about the application process, as well as an online application.
For questions about program entrance requirements, please contact David Carothers, the mathematics graduate program director.
The Master of Education in mathematics prepares high school teachers for positions of instructional leadership as master teachers of mathematics. The program extends the professional competence of high school mathematics teachers through an in-depth study of mathematics and mathematics teaching and learning. Program participants will demonstrate their knowledge through individual and collaborative projects and presentations, field-based curriculum implementation and evaluation, and the use of reflective classroom inquiry.
The program, which is a collaborative effort of the College of Education and the Department of Mathematics and Statistics, is designed to provide opportunities for mathematics teachers to deepen their understanding of mathematics by learning advanced mathematical topics in relation to the mathematics they actually teach. The program will also help prepare teachers to teach advanced secondary mathematics courses, such as Advanced Placement Calculus or Statistics. The proposed mathematics education courses will provide opportunities for teachers to learn math-specific technologies for learning, how to implement appropriate mathematics curriculum and how to continue to develop as professional educator. In addition, the program is designed to develop teachers' understanding of and ability to apply education research within their own practice.
As a culminating project, teachers will conduct research in their own classrooms, where they analyze how aspects of their own practice impacted their own as well as their students' learning. The program content is consistent with the recommendations of the Mathematical Education of Teachers' report of the Conference Board of the Mathematical Sciences.
Master of Education in Mathematics
The Master of Education in mathematics includes a minimum of 34 credit hours of course work organized as follows: educational inquiry, four hours; mathematics education, nine hours; mathematics, 21 hours. The student must also complete a comprehensive examination.
|Course Requirements||Credit Hours|
|EDUC 630. Inquiry in Education||3|
|EDUC 631. Seminar in Educational Inquiry||1|
|MAED 600. Seminar in Mathematics Education||3|
|MAED 610. Curricular Trends in Mathematics Teaching and Learning||3|
|MAED 620. Teaching Mathematics with Technology||3|
|MATH 510. Analysis for Teachers||3|
|MATH 512. Discrete Mathematics for Teachers||3|
|MATH 514. Algebra for Teachers||3|
|MATH 520. Geometry for Teachers||3|
|MATH 615. History of Mathematics||3|
|MATH 617. Probability and Statistics for Teachers I||3|
|MATH 618. Probability and Statistics for Teachers II||3|
Designed to allow students to explore selected topics in mathematics education.
This survey course is designed to familiarize teachers with current research topics related to mathematics teaching and learning. Research topics include teacher professional development, mathematical reasoning (e.g., algebraic, geometric, multiplicative, proportional, arithmetical); implementation of standards-based curriculum, assessment of student learning, the role of representations, teaching for problem solving and theories that frame research.
This course offers opportunities for teachers to explore curricular goals and implementations for various mathematical topics addressed in middle and secondary mathematics classrooms. Teachers will consider different curricula and how those curricula might be implemented to effectively support student learning. Mathematics topics addressed include algebra, proportional reasoning, geometry and advanced mathematics.
This course offers opportunities for teachers to explore research-based applications of technology tools in secondary and middle school mathematics. Teachers will engage in advanced use of various technology tools for learning and teaching mathematics, including designing technology environments, appropriate investigation tasks, and professional developmental activities.
A course to update and broaden secondary teachers' capability and point-of-view with respect to topics in analysis. Applications of concepts such as limits, continuity, differentiation and integration. May be taken for graduate credit and for certificate renewal by secondary school teachers. Prerequisite: Undergraduate analysis or permission of instructor.
A course to update and broaden secondary teachers' capability and point-of-view with respect to topics in discrete mathematics. May be taken for graduate credit for certificate renewal by secondary school teachers. Prerequisite: Undergraduate mathematics through linear algebra.
From an advanced viewpoint, an investigation of topics in algebra from high school curriculum. Theory of equations, polynomial rings, rational functions and elementary number theory. Course may be taken for graduate credit and for certificate renewal by secondary school teachers. Prerequisite: Undergraduate algebra or permission of instructor.
Topics in geometry of concern to secondary teachers in their work and provision for background and enrichment. Various approaches to study of geometry, including vector geometry, transformational geometry and axiomatics. Course may be taken for graduate credit and for certificate renewal by secondary teachers. Prerequisite: Undergraduate mathematics through linear algebra or undergraduate geometry.
Introduction to statistics and statistical methods, including descriptive techniques, tests of hypotheses, confidence intervals, regression, analysis of variance, nonparametric procedures and the use of SPSS. Data models include one and two-sample comparison of means, repeated measures, comparison of proportions, Chi-square test of independence, McNemar test, simple linear and logistic regression.
MATH 615. History of Mathematics.
Topics in the history of mathematics of particular concern to secondary teachers in their work and provision for background and enrichment. Selected topics spanning ancient times to the present. Course may be taken for graduate credit and for certificate renewal by secondary teachers.
AP probability and statistics topics sampling, experimentation, and anticipating patterns. These include Bayes's theorem; binomial, geometric, uniform, normal, t, and Chi-square random variables and the mean and variance of linear combinations of random variables. Sampling distributions and central limit theorem, unbiased point estimates of population parameters and the variance of point estimates. Types of generalizations and conclusions that can be drawn including cause-and-effect.
AP statistics topics exploring data and statistical inference. Correlation and simple linear regression, interpretation of residual plots, influential points, and transformations. Logic of significance testing including hypotheses, errors, p-values, and power. Statistical inference methods (confidence intervals, significance tests, and the relationship between one- and two-side tests and confidence intervals) for proportions and means, the slope of a regression line, and the Chi-Square tests. Prerequisite: MATH 617.
An in-depth study of selected topics not otherwise covered in the regular offerings of the department. May be repeated for credit when course content changes.