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Help elementary school children build a foundation for success in math with a specialization in Mathematics (Grades K–6).
Designed for elementary school math teachers, this specialization can help you develop more effective mathematics teaching practices so you can excite young learners. Explore new strategies and techniques for introducing students to the mathematical skills and concepts they will need in high school, college, and beyond, including measurement, data, geometric thinking, understanding rational numbers, and proportional reasoning.
Courses in this specialization are aligned with the Common Core State Standards in Mathematics as well as the National Council of Teachers of Mathematics’ Principles and Standards for School Mathematics.
Graduates of this program will be prepared to:
This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 855-646-5286.
|Course Code||EDUC 6610||Course||Teacher as Professional||Credits||(3 sem. cr.)|
|Course Code||EDUC 6640||Course||Designing Curriculum, Instruction, and Assessment||Credits||(3 sem. cr.)|
|Course Code||MATH 6561||Course||Learning and Teaching Mathematics||Credits||(3 sem. cr.)|
|Course Code||EDUC 6650||Course||Enhancing Learning for Diverse Populations||Credits||(3 sem. cr.)|
|Course Code||MATH 6562||Course||The Base Ten Number System and Operations: Addition/Subtraction||Credits||(3 sem. cr.)|
|Course Code||EDUC 6657||Course||Creating an Effective Classroom Learning Environment||Credits||(3 sem. cr.)|
|Course Code||MATH 6564||Course||Measurement, Data, and Geometric Thinking||Credits||(3 sem. cr.)|
|Course Code||MATH 6563||Course||The Base Ten Number System and Operations: Multiplication/Division||Credits||(3 sem. cr.)|
|Course Code||MATH 6565||Course||Understanding Rational Numbers and Proportional Reasoning||Credits||(3 sem. cr.)|
|Course Code||EDUC 6733||Course||Action Research for Educators||Credits||(3 sem. cr.)|
Effective teachers are leaders who make a positive difference in classrooms, schools, and society. Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements. They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.
In this course, education professionals examine classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning are emphasized. Educators explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting will be discussed. Using their state or district standards, educators engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students. Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
To foster high levels of learning and achievement in math, teachers must first have a deep understanding of mathematical concepts and know how best to teach them. In this course, teachers of K—8 mathematics are introduced to exciting ideas and practices to address their own learning and teaching of mathematics. Authentic and engaging mathematics experiences, including modeling, representing mathematical ideas in multiple ways, and identifying and addressing student misconceptions, are emphasized. Educators engage in effective practices for fostering students' ability to reason, analyze conceptual relationships, and persist in solving challenging problems. Connections across mathematics topics, skills, and levels as well as educational policies that impact the learning and teaching of mathematics are emphasized in this course. The Common Core State Standards for Mathematics, including the Standards for Mathematical Practice, and the National Council for Teachers of Mathematics (NCTM) practices are frameworks for addressing fundamental principles and skills.
In this course, education professionals explore the value of linguistic and cultural diversity and the powerful learning opportunities it affords today's classrooms and schools. They examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world observations, they assess strategies for ensuring equitable access to high-quality learning experiences. Education professionals also explore effective practices, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and academic vocabulary development. Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
Effective elementary mathematics instruction requires a deep understanding of numbers and operations, the real-world situations in which these arise, and how children learn these ideas. In this course, teachers refine their knowledge of the structure of the base-ten number system and how it is used in addition and subtraction. They examine various methods of multi-digit calculations, including methods commonly created by students and variations of standard algorithms. Teachers extend their own conceptual understanding by modeling mathematics visually and explaining relationships between visual representations and mathematical notation. Teachers also learn how to develop appropriate interventions by diagnosing common student misconceptions.
Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families. Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
Measurement and geometry are often challenging topics for elementary students, but they represent some of the most visible uses of mathematics in students' day-to-day lives. In this course, educators learn strategies for connecting these topics to other mathematical concepts, including fractions, decimals, and the number system. In geometry, educators move beyond strategies for developing a familiarity with basic shapes and their properties to explore higher-order tasks that involve geometric thinking, measurement concepts, and proportional relationships. Using data as a context to support students' learning of these mathematical ideas, educators have the opportunity to explore real-world problems and collect, represent, and interpret data.
Developing students' mathematical habits of mind and leading them to become mathematical thinkers is an important goal of elementary mathematics education. In this course, educators extend their own understanding of the base ten number system and the relationships among addition, subtraction, multiplication, and division. Educators explore various interpretations and meanings of these operations while working with properties of multiplication, division, and proportionality. They investigate students' misconceptions and struggles and develop effective intervention strategies. Educators further develop their own mathematical habits of mind as they engage in challenging tasks and solve real-world mathematical problems.
Understanding fraction concepts is a critical foundation for learning about proportional relationships and developing algebraic concepts. In this course, educators learn how to extend students' knowledge of whole numbers and basic operations—addition, subtraction, multiplication, division—to fractions and decimals. Educators learn instructional practices to help students understand, represent, develop, and engage in rational number operations with meaning, proficiency, and precision. They also investigate ways to foster deep conceptual understandings of ratios, rates, and proportional relationships, thus building in students the critical skill of proportional reasoning. Educators consider how proportional reasoning builds a bridge to the study of other important mathematical topics, including geometry, measurement, and data as well as the use of proportionality as a connecting thread throughout the elementary and middle math curriculum.
Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.