A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline.
Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded.
A mathematics education course for current middle school teachers. Content includes mathematics education topics appropriate for teachers of middle level mathematics.
The course focuses on current research and practices of teaching, learning, and assessing algebra in secondary schools, including ways to support student thinking and teaching for understanding.
The course focuses on current research and practices of teaching, learning, and assessing geometry in secondary schools, including ways to support student thinking and teaching for understanding.
The course focuses on current research and practices of teaching, learning, and assessing probability and statistics in secondary schools, including ways to support student thinking and teaching for understanding.
This course explores the knowledge and skills to elicit, understand, build on, and respond to student thinking. It provides expertise to support student learning and teach secondary mathematics for understanding.
This course examines ways to integrate knowledge of the role of culture in mathematics teaching and learning into mathematics instruction with the goal of developing students' internal motivation.
The course focuses on current research and practices of teaching, learning, and assessing advanced topics in secondary schools.
Students research a current problem in secondary mathematics education relevant to their teaching situation, developing goals, reviewing relevant literature and planning the project as they progress through the program.
(
MED 600 with a minimum grade of C) and (1 Course of MED 500-799 with a minimum grade of C)
Examination and critique of current research in mathematics education. A focus on research design, analysis and reporting of both qualitative and quantitative research.
The goals of this course are to synthesize and re-conceptualize past research, suggest areas of research most useful to advancing the field and provide implications for classroom practice.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Students will develop knowledge and skills needed to be effective in providing interventions in mathematics for students with learning disabilities and in helping other teachers and paraprofessionals do the same.
Improvement of undergraduate mathematics teaching via active student-based learning and implementation of a learning cycle of informed practice and information gathering, reflection and analysis, and planning and modified practice. S/U graded.
To prepare elementary/middle school mathematics specialists. Includes mathematics review of number theory, geometry and other content, NCTM curriculum, professional and assessment standards, use of technology and manipulatives and research.
Address and evaluate specific problems in mathematics education. Allow students to examine curricular concerns, evaluation, teaching special populations and cognitive issues relating specifically to the secondary level.
Address community college and undergraduate level mathematics education issues. Focus on current curriculum reform and research into learning and teaching on the post-secondary level.
No more than six hours may be applied to any one graduate degree. Prerequisites and topics announced in Schedule of Classes.
Must be an in-service math teacher or math teacher leader. Classroom and teacher leadership issues related to 1) variation in beliefs and practices underlying teaching math for understanding and 2) motivation, status, and affect in the mathematics classroom.
Must be an in-service math teacher or math teacher leader. Classroom and teacher leadership issues related to 1) using assessment to support teaching math for understanding and 2) providing all students with the opportunity to learn mathematics with understanding.
A course for developing the knowledge and skills needed to be an effective mathematics teacher leader with an emphasis on implementing a high-quality mathematics curriculum.
Addresses cultural issues related to generating equity in K-12 mathematics. Each seminar focuses on a particular cultural issue, such as gender, ethnicity, race, and class. S/U graded.
Must be an in-service teacher or math teacher leader. Develop the knowledge and skills needed to be an effective mathematics coach.
Must be an in-service math teacher or math teacher leader. Knowledge and skills for mathematics teacher leadership including: leading change initiatives, managing conflict, designing math professional development, supporting cultural responsible teaching, and deepening pedagogical content knowledge for teaching mathematics.
Must be an in-service math teacher or teacher leader. This course focuses on the knowledge and skills to be an effective mathematics teacher leader by building and expanding on the content of
MED 685.
Knowledge and skills for mathematics teacher leadership including: exploring general leadership, working with teachers, analyzing the interactions among culture, mathematics, teaching and learning, and deepening mathematics knowledge for teaching.
This course focuses on the knowledge and skills to be an effective mathematics teacher leader by building on the content of
MED 687.
Analyze research concerning cognitive science in mathematics education. Conduct case study on cognition in mathematics.
Learn advanced research concepts and methods that are unique in the study of educational mathematics. Includes data analysis and advanced statistical techniques.
A focus on paradigms, issues and methods of qualitative research in mathematics education. This includes critical analysis of literature and of data collected from mathematics learning environments.
A focus on issues relevant to working with pre-service and in service K-12 mathematics teachers, and in promoting standards-based content, curriculum, pedagogy and assessment.
Curricular, pedagogical and ethical issues in college mathematics teaching. Students and faculty reflect on and discuss ways to improve and reform teaching. S/U graded.
Examines the research and practice of learning theories in mathematics education (grades 6-14), including their historical and contemporary significance in research and practice.
Examines the research and practice of curriculum development in mathematics education (grades 6-14), including educational philosophy, contemporary problems of curriculum design, and the role of mathematics teacher educators in curriculum decision-making processes.
Examines the research and practice of teaching models in mathematics education (grades 6-14), including theory-based and research-based practices of mathematics teaching in relation to historical and contemporary contexts.
Examines the research and practice of equity, inclusion, and diversity in mathematics education (grades 6-14), including the underlying theories of such research and practice in relation to historical and contemporary contexts.
An exploration of the underpinnings of current K-16 mathematics education by examining the historical development, perspectives and schools of thought that have influenced the teaching of mathematics.
Under the mentorship of mathematical science faculty, participants will participate in the administration and facilitation of an undergraduate or master’s level course in the mathematics sciences.
Under the mentorship of a mathematics educator, participants will investigate a research question relevant to their degree goals, and actively engage in mathematics education research practices to answer a research question.
Under the mentorship of mathematical sciences faculty, participants will work on a problem relevant to their degree goals, and investigate possible solution paths and their relevance to mathematics education.
The course focuses on concrete issues of developing and conducting mathematics education research: picking a topic, developing problem statement, purpose, research questions, and relevant literature review. S/U graded.