PhD
Emphasis in Mathematics Education
For doctoral students admitted under the current catalog:
Research Core Courses
15 hours
Students and their advisors will choose one of the following three research sequences that is most appropriate for their needs. Any substitutions to these sequences will need to be approved by the student’s chair and dissertation/thesis committee.
Sequence A
Course |
Course Title |
Credit Hours |
EDCI 689 |
Intro to Qualitative Research |
3 |
|
OR |
|
EHRD 655 |
Qualitative Research |
3 |
EPSY 640 |
Experimental Design in Education I |
3 |
EPSY 641 |
Experimental Design in Education II |
3 |
|
Total |
9 |
Sequence B
Course |
Course Title |
Credit Hours |
EDCI 689 |
Intro to Qualitative Research |
3 |
|
OR |
|
EHRD 655 |
Qualitative Research |
3 |
STAT 651 |
Statistics in Research I |
3 |
STAT 652 |
Statistics in Research II |
3 |
|
Total |
9 |
Sequence C
Course |
Course Title |
Credit Hours |
EDCI 689* |
Research Methods in EDCI I |
3 |
EDCI 689* |
Research Methods in EDCI II |
3 |
EDCI 689* |
Advanced Research Methods in EDCI |
3 |
|
Total |
9 |
* New courses to be offered in Fall 2007/Spring 2008
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Teaching Learning and Curriculum Core
For a student who has completed a master’s degree, a DVM or MD at a U.S. institution, a minimum of 64 hours is required on the degree plan for the degree of Doctor of Philosophy. For a student who has completed a baccalaureate degree but not a master’s degree or a U.S. DVM or MD, a minimum of 96 hours is required on the degree plan for the degree of Doctor of Philosophy.
Core Courses
12 hours
Course |
Course Title |
Credit Hours |
EDCI 689 |
PhD Studies in TLAC |
3 |
3 of the following 5 courses: |
EDCI 646 |
Instruction Theory |
3 |
EDCI 647 |
Curriculum Theory |
3 |
EDCI 658 |
History of Education |
3 |
EDCI 662 |
Philosophical Theories of Education |
3 |
EDCI 689 |
Culture, Curriculum, & Literacy |
3 |
|
Total |
12 |
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Elective Courses for Mathematics Education
Elective Courses Mathematics Education*
24 hours
Course |
Course Title |
Credit Hours |
EDCI 617 |
Early Childhood Mathematics
Development of mathematical concepts in young children from developmental and mathematical perspectives. Prerequisite: Graduate classification. |
3 |
EDCI 619 |
Teaching and Lerning Numbr & Quantity Concepts
Examination of the content, pedagogy, technology, and research on teaching and learning concepts on number and quantity concepts; discussion of contemporary issues in K-12, standards and assessment
|
3 |
EDCI 621 |
Teaching and Learnng Space, Dimension, and Measurement
Examination of the content, pedagogy, technology, and research on teaching and student learning concepts on space, dimension, and measurement concepts. Discussion of contemporary issues in K-12, standards and assessments.
|
3 |
EDCI 622 |
Theories of Learnng and Teaching Mathematics
Theoretical bases of the learning and teaching of mathematics, including an examination of the research which supports the theoretical bases. |
3 |
EDCI 623 |
Teaching and Learnng Pattern and Change Concepts
Examination of the content, pedagogy, technology, and research on teaching and learning concepts on skills in algebra, functions and calculus. Discussion of contemporary issues in K-12, standards and assessment.
|
3 |
EDCI 624 |
Assessing Cognitive, Conceptual, and Fluency Structures Related to Learning and Teaching Mathematics
Examines diagnostic and assessment procedures in mathematics and their potential for identifying problem areas related to children’s acquisition of mathematical skills; number and quantity concepts. |
3 |
EDCI 625 |
Teaching and Learning Mathematics with Diverse Learners
Examining diagnostic and assessment procedures in mathematics and their potential for identifying problem areas related to children’s acquisition of mathematical skills; number and quantity concepts. Prerequisite: EDCI 624
|
3 |
EDCI 627 |
Teaching and Learning Data Analysis and Uncertainty Concepts
Examination of the content, pedagogy, technology, and research on teaching and student learning of concepts and skills in probability, statistics, and discrete mathematics; discussion of contemporary issues and K-12 curriculum, standards and assessment. Prerequisite: Graduate classification. |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research
Analyze data from classroom observation, empirical tests and interviews; link theoretical and practical mathematics education to analysis of qualitative and quantitative data; equip teacher-leaders and researchers with the resources to interpret classroom phenomena from the research perspective using research-based theories of teaching and learning. |
3 |
|
Total |
27 |
*13 Doctoral Research Hours EDCI 691
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MS (Thesis Option)
Emphasis in Mathematics Education
For masters students admitted under the current catalog:
MS Research Core Courses
9 hours
Students and their advisors will choose one of the following three research sequences that is most appropriate for their needs. Any substitutions to these sequences will need to be approved by the student’s chair and dissertation/thesis committee.
Sequence A
Course |
Course Title |
Credit Hours |
EPSY 640 |
Experimental Design in Education I |
3 |
EPSY 641 |
Experimental Design in Education II |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research |
3 |
|
Total |
9 |
may substitute STAT 651 and 652
Sequence B
Course |
Course Title |
Credit Hours |
EDCI 689 |
Intro to Qualitative Research |
3 |
EHRD 655 |
Qualitative Research |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research |
3 |
|
Total |
9 |
Sequence C
Course |
Course Title |
Credit Hours |
EDCI 689* |
Research Methods in EDCI I |
3 |
EDCI 689* |
Research Methods in EDCI II |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research |
3 |
| |
|
|
|
Total |
9 |
* New courses to be offered in Fall 2007/Spring 2008
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For a student who has completed a bachelor's degree and holds teaching certification a minimum of 32 hours is required on the degree plan for the degree of Master of Science of Education.
Core Courses
9 hours
Course |
Course Title |
Credit Hours |
EDCI 602 |
Cultural Foundations of Education |
3 |
EDCI 644 |
Curriculum Developemnt |
3 |
EDCI 673 |
Analysis of Teaching Behavior |
3 |
|
Total |
9 |
MS Elective Courses for Mathematics Education
Elective Courses Mathematics Education*
12 hours
Course |
Course Title |
Credit Hours |
EDCI 617 |
Early Childhood Mathematics
Development of mathematical concepts in young children from developmental and mathematical perspectives. Prerequisite: Graduate classification. |
3 |
EDCI 619 |
Teaching and Lerning Numbr & Quantity Concepts
Examination of the content, pedagogy, technology, and research on teaching and learning concepts on number and quantity concepts; discussion of contemporary issues in K-12, standards and assessment
|
3 |
EDCI 621 |
Teaching and Learnng Space, Dimension, and Measurement
Examination of the content, pedagogy, technology, and research on teaching and student learning concepts on space, dimension, and measurement concepts. Discussion of contemporary issues in K-12, standards and assessments.
|
3 |
EDCI 622 |
Theories of Learnng and Teaching Mathematics
Theoretical bases of the learning and teaching of mathematics, including an examination of the research which supports the theoretical bases. |
3 |
EDCI 623 |
Teaching and Learnng Pattern and Change Concepts
Examination of the content, pedagogy, technology, and research on teaching and learning concepts on skills in algebra, functions and calculus. Discussion of contemporary issues in K-12, standards and assessment.
|
3 |
EDCI 624 |
Assessing Cognitive, Conceptual, and Fluency Structures Related to Learning and Teaching Mathematics
Examines diagnostic and assessment procedures in mathematics and their potential for identifying problem areas related to children’s acquisition of mathematical skills; number and quantity concepts. |
3 |
EDCI 625 |
Teaching and Learning Mathematics with Diverse Learners
Examining diagnostic and assessment procedures in mathematics and their potential for identifying problem areas related to children’s acquisition of mathematical skills; number and quantity concepts. Prerequisite: EDCI 624
|
3 |
EDCI 627 |
Teaching and Learning Data Analysis and Uncertainty Concepts
Examination of the content, pedagogy, technology, and research on teaching and student learning of concepts and skills in probability, statistics, and discrete mathematics; discussion of contemporary issues and K-12 curriculum, standards and assessment. Prerequisite: Graduate classification. |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research
Analyze data from classroom observation, empirical tests and interviews; link theoretical and practical mathematics education to analysis of qualitative and quantitative data; equip teacher-leaders and researchers with the resources to interpret classroom phenomena from the research perspective using research-based theories of teaching and learning. |
3 |
|
Total |
27 |
Select 9 hours from the above list. EDCI 628 is also a mathematics education course
*5 Masters Thesis Research Hours EDCI 691
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MED (For Teacher Certification Only)
Emphasis in Mathematics Education
For masters students admitted under the current catalog:
MED Research Core Courses
6 hours
Students and their advisors will choose one of the following three research sequences that is most appropriate for their needs. Any substitutions to these sequences will need to be approved by the student’s chair and committee.
Sequence A
Course |
Course Title |
Credit Hours |
EPSY 640 |
Experimental Design in Education I |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research |
3 |
|
Total |
6 |
may substitute STAT 651
Sequence B
Course |
Course Title |
Credit Hours |
EDCI 689 |
Intro to Qualitative Research |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research |
3 |
|
Total |
6 |
may substitute EHRD 655
Sequence C
Course |
Course Title |
Credit Hours |
EDCI 689* |
Research Methods in EDCI I |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research |
3 |
|
Total |
6 |
* May have a new course number
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For a student who has completed a bachelor's degree in mathematics, science, engineering, or comptuter sciecne at a U.S. institution, a minimum of 36 hours is required on the degree plan for the degree of Master of Education. For a student who has completed a baccalaureate degree resulting in teacehr certificaiton this option is not appropriate.
Core Courses
9 hours
Course |
Course Title |
Credit Hours |
EDCI 602 |
Cultural Foundations of Education |
3 |
EDCI 644 |
Curriculum Developemnt |
3 |
EDCI 673 |
Analysis of Teaching Behavior |
3 |
|
Total |
9 |
MED Elective Courses for Mathematics Education
Elective Courses Mathematics Education*
12 hours
Course |
Course Title |
Credit Hours |
EDCI 617 |
Early Childhood Mathematics
Development of mathematical concepts in young children from developmental and mathematical perspectives. Prerequisite: Graduate classification. |
3 |
EDCI 619 |
Teaching and Lerning Numbr & Quantity Concepts
Examination of the content, pedagogy, technology, and research on teaching and learning concepts on number and quantity concepts; discussion of contemporary issues in K-12, standards and assessment
|
3 |
EDCI 621 |
Teaching and Learnng Space, Dimension, and Measurement
Examination of the content, pedagogy, technology, and research on teaching and student learning concepts on space, dimension, and measurement concepts. Discussion of contemporary issues in K-12, standards and assessments.
|
3 |
EDCI 622 |
Theories of Learnng and Teaching Mathematics
Theoretical bases of the learning and teaching of mathematics, including an examination of the research which supports the theoretical bases. |
3 |
EDCI 623 |
Teaching and Learnng Pattern and Change Concepts
Examination of the content, pedagogy, technology, and research on teaching and learning concepts on skills in algebra, functions and calculus. Discussion of contemporary issues in K-12, standards and assessment.
|
3 |
EDCI 624 |
Assessing Cognitive, Conceptual, and Fluency Structures Related to Learning and Teaching Mathematics
Examines diagnostic and assessment procedures in mathematics and their potential for identifying problem areas related to children’s acquisition of mathematical skills; number and quantity concepts. |
3 |
EDCI 625 |
Teaching and Learning Mathematics with Diverse Learners
Examining diagnostic and assessment procedures in mathematics and their potential for identifying problem areas related to children’s acquisition of mathematical skills; number and quantity concepts. Prerequisite: EDCI 624
|
3 |
EDCI 627 |
Teaching and Learning Data Analysis and Uncertainty Concepts
Examination of the content, pedagogy, technology, and research on teaching and student learning of concepts and skills in probability, statistics, and discrete mathematics; discussion of contemporary issues and K-12 curriculum, standards and assessment. Prerequisite: Graduate classification. |
3 |
EDCI 628 |
Analyzing and Reporting Field Based Research
Analyze data from classroom observation, empirical tests and interviews; link theoretical and practical mathematics education to analysis of qualitative and quantitative data; equip teacher-leaders and researchers with the resources to interpret classroom phenomena from the research perspective using research-based theories of teaching and learning. |
3 |
MATH |
Graduate Mathematics Hours* |
12 |
|
Total |
27 |
Select 9 hours from the above EDCI list. EDCI 628 is also a mathematics education course. Then select 12 hours of MATH prefix courses at the graduate level. May also substitute this degree plan for the secondary mathematics certification program if accepted to that program.
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