Master in Education Middle School
Master of education with major in middle school mathematics teaching
Master of education with a major in middle school mathematics teaching requires 24 hours of mathematics courses designed to train for middle school mathematics teachers, plus 12 hours of required composite minor courses. An electronic teaching portfolio is required at the end of the program as part of the comprehensive exam. Students without teaching certification will need to contact the Education Department for certification requirements.
Completion of this program qualifies students to take the Master Mathematics Teacher Exam.
The minimum mathematics undergraduate requirements are :
- Math 1315 College Algebra, or a second-year college-Mathematics course for elementary teachers.
Core Courses (24 hours): All students are required to take the following courses which are designed for teachers of middle school learners (MTE - Math for Teachers Education).
- MTE 5311 Quantitative Reasoning
- MTE 5313 Geometry and Measurement
- MTE 5315 Algebraic Reasoning
- MTE 5317 Mathematical Modeling
- MTE 5319 Concepts of Calculus
- MTE 5321 Probability and Statistics
- MTE 5323 Logic and Foundations of Mathematics
- MATH 5303 History of Mathematics.
Required Composite Minor Courses (12 hours): All students must take the following graduate courses in the area of Curriculum and Instruction.
- CI 5306 Problems in Education: Evaluative Techniques for the Classroom Teacher
- CI 5314 Human growth and Development II
- CI 5333 The Secondary Curriculum
- CI 5370 Classroom Management, Discipline and Legal Issues.
Comprehensive examination: The examination will focus on content material from the course work that is appropriate and necessary for middle school mathematics teachers to know and to master. An electronic teaching portfolio should be submitted for evaluation at the end of the program as part of the comprehensive exam. The portfolio will be composed of the following three sections:
- Mastery of the Mathematics Content Standards
- Mastery of Learner-Centered Teaching Strategies
- Mastery of Leadership and Mentoring Skills
The first section will include samples of the students' own mathematical work in the following content areas: Number Concepts, Patterns and Algebra, Geometry and Measurement, Probability and Statistics, and Mathematical Processes. Lesson plans that apply this knowledge as well as a sample analysis of student work that demonstrates the teachers' ability to identify and address misconceptions should be included.
The second section will include samples of best work depicting how the teacher implements effective approaches for teaching mathematics in the areas of 1) instruction, 2) communication, 3) the learning environment, 4) assessment, and 5) mathematical perspectives.
The third section will include samples of the teachers' mentoring and leadership activities along with a reflection to help others understand how these samples are representative of everyday practice. The standards-based mathematics instruction should exhibit leadership through: 1) communication, 2) collaboration, 3) mentoring/coaching, 4) professional development, and 5) decision-making.
For additional information, please contact
|Dr. Sharon Gronberg
Office: MCS 566