M.A. In Teaching Mathmatics

Designed to familiarize students with recent research and major developments, state requirements and recommendations, and provide a review on the content of elementary and secondary mathematics. The course emphasizes the development and practice of strategies for delivering mathematical content to diverse populations of students. Students learn about the California State Mathematics framework and other important documents related to mathematics education and develop plans for improving the delivery of its content. The seminar setting allows students to interact with their instructor(s), classroom peers, and experts in subject matter and pedagogy

Acquaints experienced teachers of mathematics with newer developments in mathematics curriculum, materials and the use of technology to support student learning. Emphasizes mathematical basis for courses in mathematics curriculum, organization and design of mathematics programs and design and construction of curriculum and/or materials to meet specific needs of the teacher or school district.

Examines methods for assessing k-12 students’ understanding of mathematics. Course will analyze and interpret standardized test data and focus on alternative forms of assessment that reveal student conceptualizations and problem-solving processes about mathematical concepts such as individual interviews, writing tasks, performance tasks, portfolios and technology-based simulations and multimedia. Mathematics assessment will be explored as an ongoing part of instruction and teacher planning.

Developing Critical Thinking Through Mathematics uses problem-based inquiry as a basis for defining critical thinking and investigating strategies for developing critical thinking and scientific reasoning as habits of mind for both master’s students and their K-12 classroom students. Encouraging curiosity, creativity, and reflectivity in self and others is an expected outcome of the course. This course requires a high level of engagement and active learning.

Candidates observe and participate in a local K-12 or college classroom to examine how students learn, explore methods for assessing student understanding, then explore and apply their knowledge in the lab setting. Participants teach lessons then interview students to explore their mathematical thinking. A culminating action research project will cap the course and will include a comprehensive case study of at least one student, analysis of strengths and challenges, a learning plan, lessons conducted, and assessments of progress over time.

Instructional Design and Development focuses on purposes and processes used in designing instructional experiences for K-12 and adult students. Incorporating understanding about learning and cognition, Masters students consider the decision-making process they use to design instruction for their students and the challenges and consequences of including students in the process. A historical overview of instructional design theory provides context for current planning practices.

Overview of action research design and implementation cycles. Review literature on new literacies in the context of the digital evolution in curricula and pedagogies. Participants will reflect on their practice and the context of their school and district to design an action research study.

Conduct an action research evaluation of a local problem and produce a needs analysis, culminating in the development of a research-based plan for master’s study. Critical analysis of the research literature related to the master’s project and development of an action research design.

This course provides support and direction during the development and completion of the master’s thesis or project requirement for the Master’s degree. This culminating research requirement includes conducting an action research study or an applied project with the approval of the faculty advisor. Students who do not complete the culminating research requirement during this course are required to enroll in the one credit course EDUC 796 each semester, until the research requirement for the degree is met.