The department offers two degree programs for students who wish to emphasize secondary and junior college mathematics education—the M.A.T. and the M.M. degrees. Courses at the 700-level specifically designed for these programs are designated by the letter I adjoined to the course number. These courses are generally offered in the late afternoon during the academic year and during the summer to provide area teachers the opportunity to work toward a degree on a part-time basis.
The M.A.T. in mathematics is offered by the Department of Mathematics jointly with the College of Education. This degree program is designed specifically for students who wish to obtain teaching certification in mathematics at the secondary level.
- Knowledge of Problem Solving. Candidates know, understand and apply the process of mathematical problem solving.
- Knowledge of Reasoning and Proof. Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry.
- Knowledge of Mathematical Communication. Candidates communicate their mathematical thinking orally and in writing to peers, faculty and others.
- Knowledge of Mathematical Connections. Candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding.
- Knowledge of Mathematical Representation. Candidates use varied representations of mathematical ideas to support and deepen students’ mathematical understanding.
- Knowledge of Technology. Candidates embrace technology as an essential tool for teaching and learning mathematics.
- Dispositions. Candidates support a positive disposition toward mathematical processes and mathematical learning.
- Knowledge of Mathematics Pedagogy. Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning.
- Knowledge of Number and Operations. Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and the meaning of operations.
- Knowledge of Different Perspectives on Algebra. Candidates emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change.
- Knowledge of Geometries. Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties.
- Knowledge of Calculus. Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in techniques and application of the calculus.
- Knowledge of Discrete Mathematics. Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.
- Knowledge of Data Analysis, Statistics, and Probability. Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.
- Knowledge of Measurement. Candidates apply and use measurement concepts and tools.
- Field-Based Experiences: Engage in a sequence of planned opportunities prior to student teaching that includes observing and participating secondary mathematics classrooms under the supervision of experienced and highly qualified teachers.
- Field-Based Experiences: Experience full-time student teaching secondary-level mathematics that is supervised by an experienced and highly qualified teacher and a university or college supervisor with elementary mathematics teaching experience.
- Field-Based Experiences: Demonstrate the ability to increase students’ knowledge of mathematics.
Degree Requirements (48 Hours)
The M.A.T. degree requires 30 approved semester hours of graduate-level course work in mathematics and education (exclusive of directed teaching), no less than 6 and no more than 15 of which may be in education, and at least 15 of which must be in mathematics or statistics. The individual student’s program is planned according to that student’s background and goals. At least half of the student’s course work must be numbered 700
Each student’s program of study must include at least one course in geometry (chosen from MATH 531 or MATH 736I), algebraic structures (MATH 701I), real analysis (MATH 703I), statistics (STAT 509 or STAT 515-STAT 516), and number theory (MATH 780I). If equivalent courses have already been taken, then appropriate substitutions will be made. Unless previously taken, the student must also take upper division courses in linear algebra (MATH 526 or MATH 544) and discrete mathematics (MATH 574). Normally theses two courses are taken prior to full admission to the program.
Course work in education must include human growth and development (EDPY 705 or EDPY 707), a curriculum course (EDSE 770), two Read to Succeed courses (EDRD 731 and EDRD 732), and methods of teaching (EDSE 764). The student must also complete an 18-semester-hour program of methods and internship in mathematics (EDSE 550, EDSE 584, EDSE 778A and EDSE 778B). Students must apply for admission to the professional program and internship through the College of Education’s Office of Student Affairs early in the fall or spring semester prior to the semester of Internship B.
Upon admission to the M.A.T. program, the student is assigned a faculty advisor in mathematics to assist in the development of the mathematics portion of the program. Approval of the candidate’s program will be granted by a committee of three faculty members, consisting of the faculty advisor in mathematics, the faculty advisor in education, and a faculty member from either mathematics or education. Each student must maintain a B average on all graduate-level course work in mathematics and a B average on all graduate-level course work in education.Candidates for the M.A.T. degree are required to pass a written Comprehensive Examination covering their program of study and emphasizing the theoretical underpinnings of calculus, the basic forms of mathematical reasoning, argumentation, and proof, a repertoire of fundamental examples and counter-examples, problem solving, and insight into how these can inform the teaching of secondary mathematics. Geometric and statistical reasoning will frequently be called upon; students will generally be free to draw on their knowledge of any of analysis, algebra, discrete mathematics, or number theory as they see fit to demonstrate forms of mathematical argumentation and proof.