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> Middle School Mathematics
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Graduate Studies in Mathematics Education
The program options in Mathematics Education are offered
through the Center for Mathematics Education and are among the strongest
in the country. For experienced teachers seeking a master’s
degree, specialization in mathematics education is offered in the
M.Ed. Teacher Leadership Program Option, the M.Ed. Teaching and
Learning in the Middle School option and the M.A.
option. For advanced degree candidates seeking the doctorate,
the program offers specialization in mathematics education in both
the Ph.D. and Ed.D options. Elementary, secondary, or college level
mathematics education can be emphasized in these graduate programs.
The Center for Mathematics Education is home to six faculty members
with a variety of research and teaching interests from early childhood
to college. Their interests include curriculum development, broad-scale
teacher enhancement, cooperative learning, multicultural education,
teacher education, and the study of mathematical misconceptions.
The Center has a collection of instructional resources and recent
publications in mathematics education that serve as resources to
both undergraduate and graduate students.
The faculty is actively engaged in a variety of research and development
projects. One faculty member holds a joint appointment with the
Mathematics Department. The Mid-Atlantic Center for Mathematics
Teaching and Learning, National Science Foundation funded project,
provides Fellowships for eligible doctoral and post-doctoral students.
Graduate research or teaching assistantships as well as fellowships
are frequently available for outstanding candidates.
Faculty members include Patricia Campbell, Ph.D. (Florida State),
Daniel Chazan, Ed.D. (Harvard Graduate School of Education, Cambridge,
MA), James Fey, Ph.D. (Columbia University), Anna Graeber, Ed.D.
(Teachers College Columbia University), Martin L. Johnson, Ed.D.
(University of Georgia) and Aisling Leavy, Ph. D. (Arizona State
University).
Master’s of Education Program Option: Teaching and Learning
in the Middle School
The Master’s of Education Program Option: Teaching and Learning
in the Middle School is currently offered only with emphasis in
Middle School Mathematics Teaching and Learning.
This is a 30-credit program intended for teachers already certified
in elementary education and/or special education who are or plan
to teach in subject matter classrooms at the middle school level.
The current option with emphasis in mathematics education is a cohort-only
program offered in partnership with the Mathematics Department at
the University of Maryland and the Montgomery County Public Schools.
The curriculum framework for the Middle School Mathematics
Teaching and Learning
A. Mathematics/Mathematics Education Integrated Courses
- 3 courses, 9 credits
These are curriculum-referenced courses in mathematics education
that focus on the content taught as part of that curriculum and
the design, pedagogy, and student learning issues associated with
the effective implementation of the courses. These would be offered
at the 600 level as special topics courses. For the initial cohort
aimed at serving the EDCI-MCPS Partnership, these new courses are
being developed jointly by EDCI-Math Ed faculty and Math Department
faculty with consultation from MCPS.
B. Mathematics Courses (related to Integrated courses)
- 3 courses, 9 credits
These are three content courses that are intended to deepen the
middle school teacher’s understanding of the subject matter
beyond that specific to a particular middle school level course
of study. Two of the courses, the one on Algebra and the one on
Geometry, will be adaptations of courses offered by the Mathematics
Department for classroom mathematics teachers previously; the third
course, Statistics and Data Analysis, is under development. They
will be offered at the 400 level.
C. Mathematics Education Curriculum and Pedagogy –
3 courses, 9 credits
These are courses on issues, assessment and curriculum that are
part of the M.Ed. Program in Mathematics Education and in which
the candidates will study positions and review theory and research
that helps them see themselves in relation to the broader field
of mathematics education.
D. Research/Inquiry Methods – 1 course, 3 credits
This course provides for foundations in quantitative and/or qualitative
inquiry and analysis and engages the candidate in the completion
of a classroom-based inquiry project. This is the same as the current
program.
Other Requirements: comprehensive exam or professional portfolio
One research/inquiry seminar paper
Minimum Credit Hour Requirements for the M.A. and M.Ed.
| Course |
Title |
Credits - M.A. |
Credits - M.Ed. |
EDCI 650 |
Trends in Mathematics Education |
3 |
3 |
| ADDITIONAL HOURS IN MATHEMATICS EDUCATION |
| EDMS 645 |
Quantitative Research Methods I |
3 |
3 |
| EDCI 799 |
Master's Thesis Research |
6 |
N/A |
| Strongly recommended for those
considering pursuing a doctorate |
| EDMS 646 |
Quantitative Research Methods II |
3-6 |
3-6 |
Minimum - 30 credits beyond bachelor's degree; at
least 15 must be at the 600 level or above.
Note: Programs with an emphasis on secondary school or higher
level matematics education require at least 12 semester hours of
mathematics for the M.A. and at least 15 semester hours of mathematics
for the M. Ed. Programs with an emphasis on elementary school require
additional hours from areas such as mathematics, human development,
foundations, special education, etc. as matches the candidate's
background and goals. Both degrees require a comprehensive exam.
.
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