Department of Mathematics and Computer Science

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Department of Mathematics and Computer Science
PO Box 1510
Pembroke, NC 28372

Phone: 910.521.6244
Fax: 910.522.5755
Email: mathcs@uncp.edu

Location: Oxendine Science Building, Room 1233
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mission statement: Master of Arts in Education (M.A.Ed.) Degree

The graduate Mathematics Education program at the University of North Carolina at Pembroke is designed to provide an opportunity for teachers of mathematics in the public schools to extend their ongoing professional development in mathematics. The graduate program nurtures the development of teachers who desire to increase their knowledge in mathematics, to keep abreast of the current trends, curricula and instructional design, and to learn new methods of student and program evaluation. Administratively, the program is housed in the Department of Mathematics and Computer Science in the Oxendine Science Building. Governed by the Teacher Education Committee and the Graduate Council, the Mathematics Education graduate program is guided by an advisory committee comprised of representatives from the department of Mathematics and Computer Science faculty, the School of Education, public school teachers and administrators, graduates, and current candidates. Dr. William Truman coordinates the graduate program.

Program Philosophy

1. In order to be an effective teacher of mathematics the student should have a solid foundation in mathematics content. The mathematics content courses selected for our program were chosen to be those that relate to the content of the present or anticipated future content of secondary mathematics curriculum.
2. The program is designed to extend the student's knowledge in how mathematics programs are developed, taught, maintained and evaluated. Our undergraduate major's focus is on becoming effective teachers of mathematics; our desire for our graduate students is to become effective leaders of their local learning environments.
3. In order to become more effective teachers, the students must be aware of the issues affecting mathematics instruction nationwide. They should be aware of the standards and principles on the teaching, learning and evaluating of mathematics which are advocated by the various professional organizations. They should be aware of and participate in research associated with mathematics instruction.

Rationale for Offering the Program

The University of North Carolina at Pembroke is committed to the ongoing professional development of career teachers in regional PK-12 public schools. Individuals completing the graduate Mathematics Education program who hold an "A" license to teach in North Carolina are recommended for the "M" license. Nationally, there has been a critical need for certified mathematics instructors for decades.

Goals and Objectives

1. To provide students with a solid foundation and understanding of mathematics.
2. To enable students through study to appreciate both the aesthetic and practical aspects of mathematics.
3. To provide experiences that will help students see that they will need to have a variety of teaching and learning strategies available at all times.
4. To provide students with current theories regarding the psychological development of the learner, and an understanding of human dynamics found in the home, the school, and the community.
5. To demonstrate methods of evaluating student learning, textbooks, curriculum, educational techniques, and the educational process as a whole.
6. To prepare students to deal with a diverse population that have a broad spectrum of needs, aspirations, and expectations for themselves and others.
7. To provide a consideration of societal needs that are satisfied by applications of and careers based on mathematics and technology.
8. To stress the importance to a teaching professional of keeping abreast of current trends in mathematics education through the reading of professional journals and participation in mathematics workshops, institutes, conferences, professional meetings, and in-service programs.

Updated: Thursday, June 11, 2009

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