MEd in Mathematics Education

PSU’s MEd in Mathematics Education programs seek to raise students’ awareness of current thinking in the field of mathematics and education in general. The goals of the program are to have candidates deepen their own mathematical knowledge, broaden their teaching strategies and techniques, and expand their professional background by completing selected professional education offerings

The Master of Education (MEd) in Mathematics Education offers a flexible non-certification option as listed below or choose from two certification options:

Note – Middle school teachers may select either certification concentration, as both are appropriate to the educational level.

Course Planning Matrix

Use the Course Planning Matrix to see when Mathematics Education courses will be offered.

Curriculum Requirements

  • Mathematics Education Component – 16 credits
  • 4

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  • 4
    This course focuses on functions and modeling concepts central to the Common Core State Standards in Mathematics [CCSSM]. Specifically, the mathematical content of the course aligns with the CCSSM standards (gr. 5-12) in functions and modeling. Students will develop conceptual understanding and confidence working with functions and modeling. Activities are designed to demonstrate how the Standards for Mathematical Practice in CCSSM can be integrated in the everyday learning experiences of every student. Class discussions are centered on thinking processes, habits of mind, conceptual understanding, and dispositions that students need in order to develop a deep, flexible, and enduring understanding of mathematics.
  • 4
    This course focuses on Euclidean geometry concepts central to the Common Core State Standards in Mathematics [CCSSM]. The mathematical content of the course aligns with the CCSSM standards (gr. 5-12) in geometry. Students will develop conceptual understanding of geometric properties and relationships, applying and analyzing concepts, procedures, and proofs. Activities are designed to demonstrate how the Standards for Mathematical Practice in CCSSM can be integrated in the everyday learning experiences of every student. Class discussions are centered on thinking processes, habits of mind, conceptual understanding, and dispositions that students need in order to develop a deep, flexible, and enduring understanding of mathematics.
  • 4
    This course focuses on statistics and probability concepts central to the Common Core State Standards in Mathematics [CCSSM]. The mathematical content of the course aligns with the CCSSM standards (gr. 5-12) in statistics and probability. Students will develop conceptual understanding and fluency in statistical concepts, data analysis, and probability. Activities are designed to demonstrate how the Standards for Mathematical Practice in CCSSM can be integrated in the everyday learning experiences of every student. Class discussions are centered on thinking processes, habits of mind, conceptual understanding, and dispositions that students need in order to develop a deep, flexible, and enduring understanding of mathematics.
  • Learning Theory/Elective Component – 15 credits
  • 3
    An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
  • 3
    The emphasis throughout this course is on the practical application of appraisal techniques in education. Critical concepts related to assessment and the integration of assessment into teaching and learning include: the role of assessment in teaching, how validity is determined, factors influencing reliability, avoiding stereotypes, understanding and using numerical data, using standardized assessment to improve instruction, and ideas and strategies for mining and reporting assessment data.
  • 3
    Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
  • 6
    Choose 6 credits of electives with your advisor
  • Capstone Experience – 3-6 credits
  • 6
    Students select a topic for study in consultation with their program advisor and related faculty. A time-line, thesis publication and defense are outlined. Three copies of the thesis must be submitted with a bound copy that remains on file in the College of Graduate Studies office.
  • – OR –
  • 3
    The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
  • Total for MEd in Mathematics Education, Non-Certification – 34-37 credits minimum

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