MASTER OF ARTS IN
MATHEMATICS EDUCATION (M.A.)
Director: Raymond Lee
Sir
Isaac Newton made the statement, “If I have seen further than others, it is
because I have stood on the shoulder of giants.” In this statement, Sir Isaac Newton gave the
essence of mathematics; it is a body of knowledge accumulated through cultural
and historical development, and it is a shared experience.
Program
Description
The
Master of Arts in Mathematics Education Program seeks to build upon the
undergraduate degree through the extension of the width and breadth of
students’ mathematics background and through the enhancement of those skills
and attributes which assist in the improvement of learning and teaching. The program’s conceptual framework is based
upon the premise of extending the experienced teacher’s instructional
background in those subject areas that are pertinent to the secondary
curriculum: function, algebra, and geometry.
The extension of the instructional background is contained within the
casing of problem solving and research.
Problem solving and research should promote data collection, analysis,
reflective thought, conjecture, and assessment which provide collaborative
leadership to other experienced practitioners.
The growth will be demonstrated through the capstone project of the
Portfolio and the comprehensive exams.
Program
Goals
The educational
objectives of the program are
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 has 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; and
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 inservice programs.
Requirements for a
Master of Arts in Mathematics Education 
Sem. Hrs. 
Pedagogical Requirements Mathematics
Education MATE 5000 Curriculum Development and Evaluation in
Mathematics Education MATE 5530 Teaching Critical Thinking and Problem
Solving Techniques MATE 5600 Advanced Classroom Instruction in
Mathematics Education MATE
5660 Advanced Educational Research in Mathematics Education MATE
5990 Professional Development and Leadership Seminar 
15 
Academic Specialization Mathematics Content 1. Analysis (6 hrs) MATH 5210 Analysis I for
Mathematics Teachers MATH 5220 Analysis II for
Mathematics Teachers 2. Algebra and Discrete
Mathematics (6 hrs) MATH 5410 Special Topics in
Discrete Mathematics MATH 5420 Advanced Topics in
Abstract Algebra 3. Geometry (3 hrs) MATH 5110 Advanced Topics in Geometry 4.
Statistics (3 hrs) MATH 5060 Statistics and Probability for Math
Teachers 5. Technology in Education (3 hrs) MATH
5080 Technology in Mathematics Education 
21 

Total 
COURSES
MATHEMATICS
AND COMPUTER SCIENCE DEPARTMENT (CSC/MAT/MATE/MATH)
CSC 5050.
Current Topics in Computers in Education (MATH 5080) (3 hours)
An inservice course in the comparison and evaluation of
computer hardware configurations and computer software packages for the
classroom. The mechanics of setting up a computer network. A consideration of the effect that computers in
the classroom have on curriculum
development. A laboratory experience will be an integral part of the course.
CSC 5080.
Computer Graphics for the Mathematics Teacher (3 hours)
This
course introduces graphics appropriate to classroom settings at the pre‑college level. Graphics that
will be dealt with include various
algebraic, geometric, and trigonometric relations. Methods that will
be used include direct programming as
well as the introduction of commercially
available software designed for this purpose.
CSC 5090.
Programming and Algorithms for the Mathematics Teacher I (3 hours)
Techniques
for problem solving in a mathematical setting through programming in a high level language. The
efficiency of algorithms and the design of programs are considered. CSC 2020 or
its equivalent is required background for this course.
CSC 5100.
Programming and Algorithms for the Mathematics Teacher II (3 hours)
Advanced
techniques for problem solving in a mathematics setting through programming in
a high level language. Emphasis is given
to data structures and objectoriented design.
An individual indepth programming project including design,
implementation, testing, and documentation of each phase is required. PREREQ: CSC 5090 or instructor permission.
CSC 5110.
Computer Hardware in an Educational Setting (3 hours)
A
study of the various components that make up computer configurations in public
school settings. Comparison of the various types of computer hardware available
for use in the school. Particular
attention will be given to evaluation of hardware for laboratory situations with both individual and
networking of computers and computer terminals.
CSC 5120. Database Management for Teachers (3 hours)
Goals
of DBMS including data independence, relationships, logical organizations,
schema and subschema. Designing
databases including lossless join, dependence preserving normal form
decompositions. Using relational
database management systems.
Constructing applications which include databases. Data integrity and reliability. As announced.
PREREQ: CSC 5100 or permission of instructor and program coordinator.
CSC
5130. Computer Systems for Teachers (3
hours)
Basic
logic design; sequential circuits; digital storage and access. Computer structure, machine and assembly
language, and addressing modes. I/O and
interrupt structure. Operating system
concepts. Examples from microcomputer
operating systems. As announced. PREREQ: CSC 5100 or permission of instructor
and program coordinator.
MAT 5020.
History of Mathematics (3 hours)
A
historical development of selected topics in mathematics from ancient to modern
times. Systems of numeration, geometrical notions, and the development of
algebra and analysis with motivational and pedagogical relevance will be given
emphasis. Credit will not be allowed for MAT 5020 if student has credit for an
undergraduate course in the History of
Mathematics.
MAT 5050.
Elements of Mathematics for the Middle Grades Teacher (3 hours)
The
content of this course provides teachers at the middle school level with the
mathematics they need in order to be effective in the classroom. Topics include
sets, metric geometry, and introductory algebra. These topics will be handled
from a problem‑solving point of view.
MAT 5070.
Discrete Mathematics for the Math Teacher (3 hours)
This
course will stress applications of Discrete Mathematics and such discrete
techniques as are now, or should be, found at the secondary level. Mathematical
modeling will be an underlying concept of the course.
MAT 5100.
Point Set Topology (3 hours)
Elements
of point set topology, separation properties, compactness, connectedness,
functions, Tietze extension theorem, fundamental
group, and covering spaces.
MAT 5120.
Advanced Topics in Linear Algebra (3 hours)
2‑
and 3‑dimensional linear algebra over the numbers; geometric
interpretations; and topics chosen to improve secondary teachers’ breadth in and knowledge of Linear Algebra.
MAT 5150.
Topics in Number Theory (3 hours)
Topics
chosen to improve the secondary mathematics teacher’s mastery, breadth of
knowledge, and appreciation of classical number
theory. Content variable, but chosen to minimize duplication with recent and current MAT 4150 classes.
MAT 5230.
Real Analysis (3 hours)
Real
number system; open and closed sets, covering properties, Borel
sets. Measurable sets and measurable functions. Lebesque
measure and integration, LP spaces.
MAT 5260.
Special Topics in Abstract Algebra (3 hours)
Selected
topics from group, ring, and field theory that have implications to the
secondary curriculum will be chosen for study.
MAT 5320.
Advanced Calculus for the Mathematics Teacher (3 hours)
Topics
chosen to improve the secondary mathematics teacher’s mastery, breadth of
knowledge, and appreciation of advanced calculus. Content variable, but chosen
to minimize duplication with recent undergraduate courses in advanced calculus.
MAT 5440.
Complex Analysis for the Mathematics Teacher (3 hours)
Topics
chosen to improve the secondary mathematics teacher’s mastery, breadth of knowledge, and
appreciation of complex analysis.
Content variable, but chosen to minimize duplication with recent undergraduate courses in complex analysis.
MAT 5810.
Internship in Secondary Mathematics (3 hours)
Ten
week, fulltime internship experiences in an offcampus public school setting
appropriate for 912 Mathematics licensure.
Credit, 3 semester hours.
PREREQ: Approval of the Mathematics Education Program Director.
MAT 6000.
Thesis in Mathematics Education (3 hours)
The
student prepares a masters degree thesis in
Mathematics Education under the direction of a thesis advisor from the Dept.
of Math/CSC and the student’s thesis
committee. Students electing to complete a thesis are still required to take
the written comprehensive examinations.
May be used to satisfy 3 hours of electives. PREREQ: 21 hours of Graduate Work, MAT 5000, EDN 5660,
permission of Math Dept. Chair, Graduate Program Coordinator, and Graduate
Dean.
MATE 5500.
Curriculum Development and Evaluation in Mathematics Education (3 hours)
A
critical study of current issues, trends, and the design and evaluation of
curriculum in mathematics education. Students will develop, use, and evaluate a
teaching unit as a major part of the work in this course.
MATE 5530.
Teaching Critical Thinking and Problem Solving Techniques (3 hours)
This
course strengthens the student’s mathematical problem‑solving ability by
extensive work with non‑routine problems that can be solved by elementary
methods. General strategies for creative problem‑solving will be
emphasized. Meaningful ways of dealing with such problems in the secondary
school classroom will constitute a significant part of the course. Required of
all master’s candidates in mathematics education.
MATE 5600.
Advanced Classroom Instruction in Mathematics Education (3 hours)
An
advanced study of the theoretical bases of mathematical instruction, including
philosophical and psychological concerns. Instructional theories from the field
of mathematics education will be examined, together with the research that
supports these theories.
MATE 5660.
Advanced Educational Research in Mathematics Education (3 hours)
Emphasis
is on understanding research designs and methods in mathematics education. Students will apply statistical methods to
interpret and present data in a professional research method. Students will use experience gained here to
develop a comprehensive researchbased project as their capstone experience.
MATE 5990.
Professional Development and Leadership Seminar (3 hours)
A
capstone experience for mathematics teachers. Candidates will successfully
complete a comprehensive researchbased project in mathematics education by
integrating knowledge gained throughout the program into a final conceptual
framework. The project may take the form of a thesis or a comprehensive
portfolio and will incorporate educational research. This project will include
the candidate’s plans for future professional development. Each candidate will
give an oral presentation of his or her completed comprehensive project for
review by the graduate faculty in the mathematics department.
MATH 5060.
Statistics and Probability for the Secondary Mathematics Teacher (3 hours)
The
emphasis of this course will be on understanding various statistical concepts
and techniques including measures of central tendency, correlation
coefficients, hypothesis testing, analysis of variance, and inferential
statistics. The fundamentals of probability that will be discussed include univariate and multivariate distributions, expectation,
conditional distributions, and the law of large numbers.
MATH 5080.
Technology in Mathematics Education (CSC 5050) (3 hours)
An inservice course in the comparison and evaluation of
computer hardware configurations and
computer software packages for the
classroom. The mechanics of setting up a computer network. A consideration of the effect that computers in
the classroom have on curriculum
development. A laboratory experience will be an integral part of the course.
MATH 5110.
Advanced Topics in Geometry (3 hours)
Topics
chosen to improve the secondary mathematics teacher’s mastery, breadth of
knowledge, and appreciation of classical geometry. Content variable, but chosen
to minimize duplication with recent and current MAT 4110 classes.
MATH 5210.
Analysis I for Mathematics Teachers (3 hours)
A
brief survey of the principal ideas and techniques of Calculus. Intended as a
refresher course for high school teachers who feel the need for a more advanced
understanding of Calculus in order to prepare their students for college work.
MATH 5220.
Analysis II for Mathematics Teachers (3 hours)
A
continuation of MATH 5210. This course continues developing the principal ideas
and techniques of Calculus. Advanced topics covered may include selected topics
from the real number system involving open and closed sets, covering
properties, Borel sets. Additional topics: measurable sets and
measurable functions, Lebesque measure and
integration, and LP spaces.
MATH 5410.
Special Topics in Discrete Mathematics (3 hours)
This
course will cover applications of Discrete Mathematics and such discrete
techniques as are currently found at the secondary level. This course will also cover content chosen
from classical Number Theory that extends beyond what students learned in
undergraduate courses.
MATH 5420.
Advanced Topics in Abstract Algebra (3 hours)
Two
and threedimensional linear algebra over the numbers; geometric interpretations;
and topics from group, ring, and field theory that have implications to the
secondary curriculum.