Mathematics for the Elementary and Middle Grades (K-8) M.A.
Mathematics for the Elementary and Middle Grades (K-8) Major
This M.A. major is intended for teachers interested in mathematics for the elementary and middle grades (K-8) and for mathematics specialists and supervisors. Teacher licensure is a prerequisite for completing the program approval process for this major. Normally, candidates will have at least 2 years teaching experience.
Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Mathematics for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.
The Graduate Record Examination (General Test) is not required for admission to the program.
Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.
This major is available on the non-thesis option only; a minimum of 30 hours is required. A minimum of 15 hours of 6000-level course work is required.
| Required | ||
| Mathematics Education: | ||
| MATH 6201 | Foundations of Mathematics Education | 3 |
| MATH 6205 | Teaching Rational Numbers and Proportionality | 3 |
| MATH 6212 | Foundations of Algebraic Reasoning | 3 |
| MATH 6215 | Foundations of Geometric Reasoning | 3 |
| MATH 6381 | Current Research in Mathematics Education | 3 |
| MATH 6227 | Data Analysis, Probability, and Discrete Mathematical Reasoning | 3 |
| MATH 6225 | Teaching and Learning Mathematics | 3 |
| MATH 6236 | Equity and Mathematics Education | 3 |
| MATH 6216 | Number and Operations | 3 |
| MATH 6209 | Mathematics Curriculum and Assessment | 3 |
| Total Hours | 30 | |
Learning Outcomes
Mathematics for the Elementary and Middle Grades (K-8), M.A.
In working to develop a productive mathematical disposition for teaching, students will
- Use evidence from teaching to analyze current practices and work to improve future teaching through the following Mathematical Teaching Practices:
- Establish mathematics goals to focus learning
- Implement takes that promote reasoning and problem solving
- Use and connect mathematical representations
- Facilitate meaningful mathematical discourse
- Pose purposeful questions
- Build procedural fluency from conceptual understanding
- Support productive struggle in learning mathematics
- Elicit and use evidence of student thinking.
- Demonstrate proficiency in mathematics oriented toward deepening mathematical knowledge.
- Incorporate mathematics education research and resources (e.g. curriculum, current and emerging technology, manipulatives) into teaching practices.
- Explore equitable teaching practices from theory through implementation.
- Analyze current assessment practices through the lens of current assessment research.