MEd in Curriculum & Instruction: Mathematics

The MEd 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.

The Next Start Date is March 20th

MEd in Curriculum & Instruction: Mathematics Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Mathematics online degree program, successful candidates will also demonstrate:

  • Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress in relation to Oregon's Common Core State Standards and specific district standards
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students
  • An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity
  • A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction
  • The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results
 

Course Descriptions

Students enrolled in the Mathematics program must complete:

  • Four core courses required for the Curriculum & Instruction degree
  • Foundation courses for the specific concentration

MEd in Curriculum & Instruction - Mathematics
12 credits
EDCI 526 (3)
Foundational Mathematics Concepts
This course presents an overview of the principles set forth by the National Council for Teachers of Mathematics 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.
EDCI 536 (3)
Learning and Teaching Measurement and Geometry
This course will guide teachers in the development of a foundation for the teaching and learning 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 teaching and learning math, and assessment.
This course will foster a deeper understanding of pk-12 national standards, as well as the three NCTM curriculum focal points for each grade level (pk-12), 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.
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.

Research Courses
3 credits
EDGR 601 (3)
Educational Research

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan 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 one of three additional research courses:

The Master of Education culminates with one of three additional research courses
3 credits
EDGR 696 (3)
Practitioner Inquiry

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

EDGR 698 (3)
Action Research

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

EDGR 699 (3)
Thesis

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 thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.

Any of the above options provide 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.

Earning Your Curriculum & Instruction: Mathematics Master's Degree Online

This program is hosted in an online format using cutting-edge curriculum and easy-to-use online learning tools. Each course in the 14-month program is 5 weeks in length and can be accessed via the Internet. Program courses allow you to get real-world practice and experience while earning your degree.

 

Career Opportunities

  • K-14 Teacher with Mathematics Specialty
  • Higher Education Instructor: K-14 Mathematics Learning and Teaching
  • Consultant/Advisor in Teaching Mathematics (K-14)
  • Professional Development (K-14), Mathematics
  • Mathematics Tutor
  • Program Director, Mathematics (K-14)
  • Learning & Teaching Mathematics (K-14) Advisor to State Legislatures/Congress
  • Curriculum Director, Mathematics (K-14)
  • Division or Department Chair, Mathematics (K-14)
  • Lead Grant Writer: STEM Local, State & Federal Grants (Science/Technology/Engineering/Mathematics)

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