The M.Ed. in Curriculum & Instruction: Mathematics is designed for teachers in Kindergarten through community college who want to enhance their content knowledge and skills in mathematics in order to increase student learning and understanding of foundational mathematics concepts. An emphasis is placed on effective teaching strategies and practices that are aligned with the National Council of Teachers of Mathematics (NCTM) standards and that address developmental learning, acquiring proficiency, problem solving and demonstrating understanding in mathematics for all children. Integrated throughout the concentration courses is the effective use of technology to improve student outcomes in the Kindergarten through community college core curriculum.
Program Objectives for the Master of Education in Curriculum and Instruction: Mathematics
In addition to meeting the objectives for all Concordia’s M.Ed. programs, successful candidates in the M.Ed. in Curriculum & Instruction will demonstrate:
- Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress.
- The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results.
- Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students.
In addition to the four core courses required for a degree in Curriculum and Instruction, students enrolled in the Master of Education in Curriculum and Instruction: Mathematics program must also take the following foundation courses:
M.Ed. in Curriculum and Instruction - Mathematics
EDCI 526 (3)
Foundational Mathematics Concepts
This course presents an overview of the principles set forth by the National Council for Teachers of Mathematics (NCTM) and is designed for teaching all learners: Equity, Curriculum, Teaching, Learning and Assessment. In the study of the historical perspective and the theoretical foundations of mathematical teaching, close attention is given to the connection between theorists and practical application in the classroom. Emphasis is placed on transformational learning based in a developmental, constructivist approach. Participants in the course will explore what students need to know about mathematical concepts and thinking, how students approach problem solving, effective methods for teaching and adapting curriculum to meet the diverse needs of students, the appropriate use of manipulatives and technology as essential tools for learning and teaching math, as well as alignment of curriculum to state standards. Throughout the study, teachers of mathematics will be prompted to think about mathematics in new ways and to become comfortable with a personal understanding of mathematics.
EDCI 536 (3)
Learning and Teaching Measurement and Geometry
This course will guide teachers in the development of a foundation for the learning and teaching of measurement and geometry through transformational learning based on a developmental, constructivist approach. Numbers and operations are woven into the study of measurement and geometry in a meaningful, integrated manner. Emphasis is placed on student and teacher thinking, lesson planning, transformational teaching methods, the use of technology as an integral part of learning and teaching math, and assessment. This course will foster a deeper understanding of the following pk-12 national standards, as well as the three NCTM curriculum focal points for each grade level (pk-8), in order to strengthen a teacher's thinking and perceptions of geometry as well as instructional practices which effectively increase student understanding of measurement and geometry.
EDCI 546 (3)
Learning and Teaching Algebraic Concepts, Data Analysis and Probability
This course will guide teachers in the development of a foundation for the learning and teaching of algebraic concepts, data analysis and probability through transformational learning based on a developmental, constructivist approach. Numbers and operations are woven into the study of algebra, data analysis and probability in a meaningful integrated manner. Emphasis is placed on student and teacher processing of algebra, on lesson planning, transformational teaching methods, the use of technology as an integral part of learning and teaching math, and assessment. Additionally, this course will foster a deeper understanding of the NCTM pk-12 national standards, as well as the three curriculum focal points for each grade level (pk-8), in order to strengthen a teacher's thinking and instructional practices to effectively increase student understanding of algebraic concepts, data analysis and probability.
EDCI 556 (3)
Transformative Mathematics in the Differentiated Classroom
The focus of this course is transformational learning and teaching that meets the needs of all learners through a developmental, constructivist approach. There will be an emphasis on setting up the classroom, getting to know the learners, assessing learning styles and needs, differentiated teaching strategies including interactive age-appropriate games and manipulatives, and providing anchor activities to solidify learning. Technology is considered an integral part of learning and teaching math in the differentiated classroom and will include the strategic use of technology resources such as SmartBoard technology, digital tools, computers, calculators, online digital games, and podcasts along with Internet-based resources. The course will provide a plethora of practical ideas for making math a positive and transformational experience for teachers and learners alike.
EDGR 601 (3)
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan and conduct their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.
The Master of Education culminates with two courses: either EDGR 698-Action Research (3), or EDGR 699-Thesis (3). Either option provides candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.
The Master of Education culminates with two courses:
EDGR 698 (3)
Action Research (CAPSTONE)
Prerequisite: Successful completion of Educational Research (EDGR 601).
Action Research is the capstone project for the Master of Education program. During this five-week course, candidates will complete final edits of the Literature Review, obtain appropriate permissions, implement Action Research, collect and analyze data from the Action Research implementation, and complete the Action Research Documentation Form.
EDGR 699 (3)
Prerequisite: Successful completion of Educational Research (EDGR 601).
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her educational research instructor, will explore relevant literature and present a Thesis following the procedure established by the College of Education.
Getting Your Master’s Degree Online
The Master of Education Degree in Curriculum and Instruction: Mathematics is fully online. This online format uses cutting edge curriculum delivered on easy to use online learning technology to provide students with a challenging educational experience. Each online course is 5 weeks in length.
A National Standard of Education
The Mathematics education courses are developed and aligned with the National Council of Teachers of Mathematics (NCTM) standards.
Ready to enroll? Speak with an enrollment specialist: 1 (877) 251-4405 OR start your application here.