Approved by: Graduate Council
Implementation Date: Summer 2016
Note: Deletions are strikethroughs. Insertions are underlined.
Summary
The new Mathematics Education Concentration in the M.S. in Mathematics replaces the recently discontinued M.A. in Mathematics Education program.
Catalog Copy
MATH 6100. Foundations of Mathematics. (3) Cross-listed as EDCI 8100. Prerequisite: Permission of department. Logic, sets, and axiomatic systems.
MATH 6101. Foundations of Real Analysis Real Analysis for Secondary Mathematics Teachers I. (3) Cross-listed as EDCI 8101. Prerequisite: MATH 6100 or permission of department. Admission into the M.S. in Mathematics with the Mathematics Education concentration; successful completion of undergraduate calculus sequence; experience in writing formal mathematical proofs. Study of the axiomatic method and characteristics of axiomatic systems. Axiomatic and historical development of real and complex numbers; rigorous development of limits and continuity of functions, intermediate and extreme value theorems. Introduction to transfinite numbers. Rigorous development of limits and continuity of functions.
MATH 6102. Calculus from an Advanced Viewpoint Real Analysis for Secondary Mathematics Teachers II. (3) Cross-listed as EDCI 8102. Prerequisite: MATH 6101 or its equivalent. Successful completion of MATH 6101. A continuation of MATH 6101. A rigorous approach to differentiation and integration of functions of one variable. Special emphasis on logarithmic, exponential, and trigonometric functions.
MATH 6108. Probability and Statistics for Secondary Mathematics Teachers (3). Cross-listed as STAT 6108. Prerequisite: Admission into the M.S. in Mathematics with the Mathematics Education concentration. Topics from probability and statistics appropriate for high school mathematics teachers. Topics in probability include discrete and continuous random variables, probability distributions, sums and functions of random variables, the law of large numbers, and the central limit theorem. Topics in statistics include sample mean and variance, estimating distributions, correlation, regression, and hypothesis testing.
EDCI 8100. Foundations of Mathematics. (3) Cross-listed as MATH 6100. Logic, sets, and axiomatic systems.
EDCI 8101. Foundations of Real Analysis Real Analysis for Secondary Mathematics Teachers I. (3) Cross-listed as MATH 6101. Prerequisite: EDCI 8100, MATH 6100, or permission of department. Permission of Department of Mathematics & Statistics. Axiomatic and historical development of the real and complex numbers; rigorous development of limits and continuity of functions, intermediate and extreme value theorems. Introduction to transfinite numbers. Rigorous development of limits and continuity of functions.
EDCI 8102. Calculus from an Advanced Standpoint Real Analysis for Secondary Mathematics Teachers II. (3) Cross-listed as MATH 6102. Prerequisite: EDCI 8101 or MATH 6101, or its equivalent. A continuation of EDCI 8101. A rigorous approach to differentiation and integration of functions of one real variable.
STAT 6108. Probability and Statistics for Secondary Mathematics Teachers (3). Cross-listed as MATH 6108. Prerequisite: Admission into the M.S. in Mathematics with the Mathematics Education concentration. Topics from probability and statistics appropriate for high school mathematics teachers. Topics in probability include discrete and continuous random variables, probability distributions, sums and functions of random variables, the law of large numbers, and the central limit theorem. Topics in statistics include sample mean and variance, estimating distributions, correlation, regression, and hypothesis testing.
MAED 6122. Theoretical Foundations of Learning Mathematics. (3) Prerequisite: Enrollment in the M.A. in Mathematics Education Program Admission into the M.S. in Mathematics with Concentration in Mathematics Education program. Introduction to theories of learning that have influenced the teaching of mathematics in K-12. An overview of theories that have guided reforms in mathematics teaching; contemporary constructivist theories of mathematics learning.
MAED 6123. Research in Mathematics Education. (3) Prerequisite: Enrollment in the M.A. in Mathematics Education Program Admission into the M.S. in Mathematics with Concentration in Mathematics Education program. An introduction and overview of research in the teaching and learning of mathematics in K-12. Overview of contemporary research perspectives and paradigms; interpreting and synthesizing the research literature; survey of contemporary research problems in mathematics teaching and learning; development of classroom-based research studies.
MAED 6124. Issues in the Teaching of Secondary School Mathematics. (3) Prerequisite: Enrollment in the M.A. in Mathematics Education Program Admission into the M.S. in Mathematics with Concentration in Mathematics Education program. Study of major issues affecting secondary mathematics education: analysis of the impact of learning theories on methods of teaching; assessment methods for improving mathematics learning; analysis of the historical and programmatic development of the secondary school mathematics curriculum leading to current trends, issues, and problems; and analysis of the role of technology in the secondary mathematics classroom.
Mathematics, M.S.
The Master of Science Degree in Mathematics is organized into
The Concentration in General Mathematics is a robust but flexible program that allows a student to develop a broad background in Mathematics ranging over a variety of courses chosen from both pure and applied areas, or to tailor a program toward a particular focus that may not be as closely covered by the department's other degree concentrations (e.g., one that is interdisciplinary in nature). The Concentration in Applied Mathematics develops analytical and computational skills focused toward applications of mathematics in the physical sciences as encountered in industry, government, and academia. The Concentration in Applied Statistics provides theoretical understanding of, and training in, statistical analysis and methods applicable to particular areas of business, industry, government, and academia. The Concentration in Mathematics Education is designed primarily for secondary school mathematics teachers interested in professional growth in mathematics teaching. Emphasis in this program is given to developing depth and breadth in mathematics teaching and learning, appropriate to the role of the secondary school teacher. |
Degree RequirementsAll candidates, regardless of which concentration is chosen, are required to take two courses in mathematical or statistical analysis and a comprehensive exam. Students in all concentrations except for the Mathematics Education concentration may also choose a thesis option for 3-6 credit hours towards the required credit hour total.
Concentration In General MathematicsThe Master of Science degree concentration in General Mathematics is designed both to provide advanced skills and knowledge for persons seeking positions in industry, government, or teaching at the community college level, and to provide professional development to persons currently in such positions. Qualified graduates are also prepared to enter directly into at least the second year of a Ph.D. program in mathematics, applied mathematics, or statistics, depending on the particular course of study. Additional Admission RequirementsIn addition to the general requirements for admission to the Graduate School, the following are required for the concentration in General Mathematics:
Concentration RequirementsThe Master of Science degree concentration in General Mathematics requires successful completion of at least 30 credit hours of graduate work approved by the department Graduate Committee, including: MATH 5143 and MATH 5144 or their equivalents; at least one course each from two of the groups I, II, III, V, and Group I Applied Mathematics
Group II Probability-Statistics
Group III Algebra-Topology
Group IV Analysis
Group V Mathematical Finance
Group
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Concentration In Mathematics Education
The Master of Science degree concentration in Mathematics Education is designed primarily for secondary school mathematics teachers interested in professional growth in mathematics teaching. Emphasis in this program is given to developing depth and breadth in mathematics teaching and learning, appropriate to the role of the secondary school teacher.
By the end of his/her first semester in the program, each student will select a member of the Mathematics Education faculty who will serve as his/her Graduate Advisor throughout the program. Approval of the program of each student and provision of advice regarding progress toward the degree are the responsibility of the Graduate Advisor.
Additional Admission Requirements
In addition to the general requirements for admission to the Graduate School, the following are required for graduate study in Mathematics Education:
- Twenty-seven hours of undergraduate coursework in Mathematics beyond the freshman level, or evidence of equivalent academic preparation.
- Possession of a North Carolina "A" teacher's license or the equivalent from another state. An applicant may be admitted on the condition that he/she satisfies the Class "A" requirements early in his/her course of study. Work applied to the Class "A" deficiency may not be applied toward the degree.
- Two years of full-time experience teaching mathematics in a secondary school or other acceptable teaching experience.
- A satisfactory score is required on the general Graduate Record Examination.
Concentration Requirements
Candidates for the Master of Science degree concentration in Mathematics Education must complete a minimum of 33 semester hours of graduate credit or the equivalent. Of these, 18 hours must be in courses numbered 6000 or above. Programs of study beyond these 33 hours may be required to remove deficiencies in undergraduate programs or to develop areas of need, interest, or desired experience.
Core Content Requirements (21 hours)
21 hours of graduate-level mathematics courses selected in consultation with the Graduate Advisor, covering Real Analysis, Mathematical Foundations and Algebra, Geometry, Probability and Statistics, and the History of Mathematics.
- MATH 5109 - History of Mathematical Thought (3)
- MATH 6101 - Real Analysis for Secondary Mathematics Teachers I (3)
- MATH 6102 - Real Analysis for Secondary Mathematics Teachers II (3)
- MATH 6108/STAT 6108 - Probability and Statistics for Secondary Mathematics Teachers (3)
- MATH 6118 - Non-Euclidean Geometry (3)
Mathematical Foundations and Algebra Courses
Select two of the following:
- MATH 5161 - Number Theory (3)
- MATH 6106 - Modern Algebra for Secondary Mathematics Teachers (3)
- MATH 6107 - Linear Algebra for Secondary Mathematics Teachers (3)
Mathematics Education Requirements (9 hours)
9 hours of graduate-level courses covering mathematics education learning theory, research, and contemporary topics in secondary mathematics teaching.
- MAED 6122 - Theoretical Foundations of Learning Mathematics (3)
- MAED 6123 - Research in Mathematics Education (3)
- MAED 6124 - Issues in the Teaching of Secondary School Mathematics (3)
Professional Education Requirements (3 hours)
3 hours of graduate-level professional education coursework:
- MDSK 6260 Principles of Teacher Leadership (3)
Basic Portfolio
Each student must complete a Basic Portfolio consisting of documents and artifacts that provides evidence of the student's professional growth during the program.
Substitutions to satisfy any of the Concentration Requirements must be approved by the Graduate Advisor and the Mathematics Education Coordinator.
Comprehensive Examination
Upon successful completion of all coursework, each candidate for the MS degree with concentration in Mathematics Education must pass a comprehensive final exam consisting of two parts. The student must pass an oral exam on the mathematics content courses. The second part of the exam involves the student presenting documentation that demonstrates his/her professional growth as teachers and educational researchers. The student has the option of presenting either a research-based project or a comprehensive portfolio. The Graduate Advisor will advise and assist the student in planning his/her Comprehensive Portfolio or Final Research Report.