Mathematics (1-6, 5-8, or 8-12) - Non Licensure

  • Credits: 33
  • Degree:
    Master of Education

Program Description

The Mathematics Education program prepares students to effectively teach mathematics at the elementary (1-6), middle (5-8), and high school levels (8-12) in educational settings that do not require licensure. Students learn the concepts, language, and procedures of mathematics; and develop competence in mathematics and interest in applying it to the world around them. The program builds on the College’s successful student-centered curriculum that links theory and practice in a collaborative learning environment.

 

Learning Outcomes

Teacher candidates will understand and apply mathematical problem solving processes and construct rigorous mathematical arguments. They will understand how mathematics is best learned and taught, supporting positive attitudes towards the subject. They will make connections among ideas in mathematics and other fields. They will use varied representations of mathematical ideas to communicate mathematical thinking and deepen students’ understanding. They will embrace technology as an essential tool for mathematics. They will become proficient in computation; understand relationships among quantities, use measurement concepts and tools, spatial visualizations and geometric modeling. They will understand data analysis, statistics, and probability. For middle and high school levels, they will also understand concepts, techniques and applications of the calculus and discrete mathematics.

Careers

The program is ideally suited for: a) adults who want to work with and help children learn the language of mathematics; b) current teachers who wish to add mathematics as a new subject area; c) those wishing to become National Board Certified mathematics teachers, mathematics coaches, mathematics specialists, and mathematics coordinators/directors; d) non-mathematics majors who wish to earn a highly qualified title to their academic experience to enhance and broaden their teaching careers; and e) career changers who wish to pursue a more meaningful career in working with children. Teachers of mathematics at all school levels remain in high demand nationally; and individuals coming from careers in business, engineering, finance and the military are often very successful in relating the importance of the mathematics they teach to the real world they have worked in for many years.

Program Chair

Nicholas Rubino
nicholas.rubino@cambridgecollege.edu

Curriculum


Professional Seminar and Project

Students are also required to take EME800 - Independent Learning Project (3 credits) with EME693N.

Professional Seminar I: Mathematics (Initial)
EME 691N 2 credit(s)
The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader. The cohort studies professional issues in teaching mathematics, national standards and student achievement in mathematics. Students explore what they are learning, brainstorm about applications, and reinforce each other’s focus and enthusiasm as teachers. They integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and life-long learners.
Professional Seminar II: Mathematics (Initial)
EME 692N 2 credit(s)
The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader. The cohort studies professional issues in teaching mathematics, national standards and student achievement in mathematics. Students explore what they are learning, brainstorm about applications, and reinforce each other’s focus and enthusiasm as teachers. They integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and life-long learners.
Professional Seminar III: Mathematics (Initial)
EME 693N 2 credit(s)
The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader. The cohort studies professional issues in teaching mathematics, national standards and student achievement in mathematics. Students explore what they are learning, brainstorm about applications, and reinforce each other’s focus and enthusiasm as teachers. They integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and life-long learners.
Mathematics Courses (grades 1-6)
24
Credits
Arithmetic to Algebra: Developing Patterns and Ideas (K-8)
MAT 603 3 credit(s)
This course explores the relationship between the study of arithmetic and of algebra in grades K-8. Teachers explore selected mathematical concepts at an adult level and discuss how children develop an understanding of it. They explore ways to facilitate classroom learning, and effective activities and materials that enhance learning of algebraic concepts and skills. They learn how to use vertical acceleration to connect arithmetic to algebra.
Technology in Mathematics Learning & Teaching (K-12)
MAT 605 3 credit(s)
Prerequisites: MAT607, 609, 611 & 613 or program chair’s approval. This course provides teachers with a strong foundation in effectively using technology in mathematics classrooms, K-8. They develop and implement comprehensive lessons for teaching mathematical concepts and skills using calculators, graphing calculators, computer graphing, algebra and geometry software, and internet resources. This course makes educational technology an integral component of the teaching, learning, and assessment of mathematics instruction and learning. Pre-practicum hours of directed field-based training required.
College Algebra
MAT 607 3 credit(s)
This course focuses on the major components of a college level course in algebra: real, rational, and irrational numbers; linear, radical, and quadratic equations and inequalities; functions and graphs; polynomial, rational, exponential, and logarithmic functions; conic sections; systems of equations and inequalities; and sequences and series. Pre-practicum hours of directed field-based training required.
Euclidian Geometry
MAT 609 3 credit(s)
This course emphasizes the fundamental ideas of Euclidean geometry with a focus on logic, observations, predictions, and conclusions. Significant geometric properties and concepts are explored through the systematic presentation of the axioms, definitions, constructions, and theorems of classical geometry. Major topics include: the foundations of geometry, direct proofing techniques, triangles, parallel lines, and polygons, right triangles and the Pythagorean theorem, circles, and solid geometry. Pre-practicum hours of directed field-based training required.
History of Mathematics
MAT 615 3 credit(s)
Prerequisites: MAT 607, MAT 609 & MAT 611 or program chair’s approval. This course will show how the historical perspective accentuates many different approaches to problem solving thus allowing mathematics to take on an international, multicultural flavor. It will illustrate how mathematics history creates a bridge from the past to the future and how students can learn to value mathematics more by being exposed to its historical and cultural contexts. Major trends in mathematical thought are introduced, as well as the interplay of mathematical and technological innovations, and the contributions of great mathematicians. Understanding the origins of certain ideas, such as counting, symbolic notation, algebra, etc., gives these ideas a basis in reality and makes students more receptive to even difficult or abstract mathematical procedures. This course demonstrates how the history of mathematics can be integrated and used on a daily basis in order to demonstrate that mathematical discoveries have been made because living people had need of them and therefore mathematics is an integral part of human development. Pre-practicum hours of directed field-based training required.
Mathematics Essentials
MAT 618 3 credit(s)
This course focuses on the essential components of a college level course in algebra, probability and statistics. Major topics include: algebraic, linear and non-linear models; functions and graphs; sequences and series; collecting, organizing and displaying data; using appropriate statistical methods and prediction based on data; developing and evaluating inferences; and applying basic concepts of probability theory to everyday situations. Pre-practicum hours of directed field-based training required.
Data Analysis
MAT 621 3 credit(s)
This course focuses on how data analysis can reveal a more complete picture of the world, by emphasizing concepts and applications of probability and statistics from a wide range of fields. Major topics include: collecting, organizing and displaying data; using appropriate statistical methods and prediction based on data; developing and evaluating inferences; and applying basic concepts of probability. Pre-practicum hours of directed field-based training required.
Teaching Numeric and Geometric Structures
MAT 623 3 credit(s)
This course covers the teaching pedagogy of the basic foundation of the mathematics curriculum in terms of its numerical and geometric structures. Major topics include: number sense, numeration, estimation, mental math, modeling operations using concrete objects, geometry, spatial sense and measurement. Pre-practicum hours of directed field-based training required.
Mathematics Courses (grades 5-8)
24
Credits
Arithmetic to Algebra: Developing Patterns and Ideas (K-8)
MAT 603 3 credit(s)
This course explores the relationship between the study of arithmetic and of algebra in grades K-8. Teachers explore selected mathematical concepts at an adult level and discuss how children develop an understanding of it. They explore ways to facilitate classroom learning, and effective activities and materials that enhance learning of algebraic concepts and skills. They learn how to use vertical acceleration to connect arithmetic to algebra.
Technology in Mathematics Learning & Teaching (K-12)
MAT 605 3 credit(s)
Prerequisites: MAT607, 609, 611 & 613 or program chair’s approval. This course provides teachers with a strong foundation in effectively using technology in mathematics classrooms, K-8. They develop and implement comprehensive lessons for teaching mathematical concepts and skills using calculators, graphing calculators, computer graphing, algebra and geometry software, and internet resources. This course makes educational technology an integral component of the teaching, learning, and assessment of mathematics instruction and learning. Pre-practicum hours of directed field-based training required.
College Algebra
MAT 607 3 credit(s)
This course focuses on the major components of a college level course in algebra: real, rational, and irrational numbers; linear, radical, and quadratic equations and inequalities; functions and graphs; polynomial, rational, exponential, and logarithmic functions; conic sections; systems of equations and inequalities; and sequences and series. Pre-practicum hours of directed field-based training required.
Euclidian Geometry
MAT 609 3 credit(s)
This course emphasizes the fundamental ideas of Euclidean geometry with a focus on logic, observations, predictions, and conclusions. Significant geometric properties and concepts are explored through the systematic presentation of the axioms, definitions, constructions, and theorems of classical geometry. Major topics include: the foundations of geometry, direct proofing techniques, triangles, parallel lines, and polygons, right triangles and the Pythagorean theorem, circles, and solid geometry. Pre-practicum hours of directed field-based training required.
Calculus I
MAT 611 3 credit(s)
Prerequisites: MAT 607 & MAT 609 or program chair’s approval. This course focuses on trigonometric and calculus concepts by providing numerical, graphical, and algebraic approaches for a clear understanding and mastering of the material. Course activities are placed in a context of real-world problems which enable students to create mathematical models that will help them understand the world in which they live. Major topics include: functions and graphs; exponential, logarithmic, and trigonometric functions and equations; trigonometric identities; applications of trigonometry; continuity; limits; derivative of a function; definite integral; fundamental theorem of calculus; and techniques of integration. Pre-practicum hours of directed field-based training required.
Discrete Mathematics
MAT 613 3 credit(s)
Prerequisites: MAT607 & MAT 609 or program chair’s approval. This course is designed to cover the major components of discrete mathematics by studying the connections among mathematics topics and real-life events and situations, emphasizing problem solving, mathematical reasoning, and communications. Major topics include: counting and number systems; combinatorics; codes; recurrence relations; graphs and networks; and matrix operations. Pre-practicum hours of directed field-based training required.
History of Mathematics
MAT 615 3 credit(s)
Prerequisites: MAT 607, MAT 609 & MAT 611 or program chair’s approval. This course will show how the historical perspective accentuates many different approaches to problem solving thus allowing mathematics to take on an international, multicultural flavor. It will illustrate how mathematics history creates a bridge from the past to the future and how students can learn to value mathematics more by being exposed to its historical and cultural contexts. Major trends in mathematical thought are introduced, as well as the interplay of mathematical and technological innovations, and the contributions of great mathematicians. Understanding the origins of certain ideas, such as counting, symbolic notation, algebra, etc., gives these ideas a basis in reality and makes students more receptive to even difficult or abstract mathematical procedures. This course demonstrates how the history of mathematics can be integrated and used on a daily basis in order to demonstrate that mathematical discoveries have been made because living people had need of them and therefore mathematics is an integral part of human development. Pre-practicum hours of directed field-based training required.
Teaching Numeric and Geometric Structures
MAT 623 3 credit(s)
This course covers the teaching pedagogy of the basic foundation of the mathematics curriculum in terms of its numerical and geometric structures. Major topics include: number sense, numeration, estimation, mental math, modeling operations using concrete objects, geometry, spatial sense and measurement. Pre-practicum hours of directed field-based training required.
Mathematics Courses (grades 8-12)
24
Credits
Calculus I
MAT 611 3 credit(s)
Prerequisites: MAT 607 & MAT 609 or program chair’s approval. This course focuses on trigonometric and calculus concepts by providing numerical, graphical, and algebraic approaches for a clear understanding and mastering of the material. Course activities are placed in a context of real-world problems which enable students to create mathematical models that will help them understand the world in which they live. Major topics include: functions and graphs; exponential, logarithmic, and trigonometric functions and equations; trigonometric identities; applications of trigonometry; continuity; limits; derivative of a function; definite integral; fundamental theorem of calculus; and techniques of integration. Pre-practicum hours of directed field-based training required.
Calculus II
MAT 631 3 credit(s)
Prerequisite: MAT 611. This course covers a thorough review of the Calculus in terms of limits, continuity, differentiation, and integration. It also investigates analytical, graphical, and approximate solutions of first and second order linear differential equations with constant coefficients, the Laplace transforms, power series, and applications to real world problems. Pre-practicum hours of directed field-based training required.
History of Mathematics
MAT 615 3 credit(s)
Prerequisites: MAT 607, MAT 609 & MAT 611 or program chair’s approval. This course will show how the historical perspective accentuates many different approaches to problem solving thus allowing mathematics to take on an international, multicultural flavor. It will illustrate how mathematics history creates a bridge from the past to the future and how students can learn to value mathematics more by being exposed to its historical and cultural contexts. Major trends in mathematical thought are introduced, as well as the interplay of mathematical and technological innovations, and the contributions of great mathematicians. Understanding the origins of certain ideas, such as counting, symbolic notation, algebra, etc., gives these ideas a basis in reality and makes students more receptive to even difficult or abstract mathematical procedures. This course demonstrates how the history of mathematics can be integrated and used on a daily basis in order to demonstrate that mathematical discoveries have been made because living people had need of them and therefore mathematics is an integral part of human development. Pre-practicum hours of directed field-based training required.
Number Theory
MAT 625 3 credit(s)
Prerequisite: MAT 611. This course focuses on integers and the generalizations of integers. Major topics include: divisibility, prime numbers, congruences, pythagorean triples, the Euclidean algorithm, diophantine equations, and the fundamental theorem of arithmetic. Pre-practicum hours of directed field-based training required.
Abstract Algebra
MAT 627 3 credit(s)
Prerequisite: MAT 607 or program chair’s approval. This course investigates the algebraic properties of real numbers and their generalizations. Major topics include algebraic structures such as groups, rings, integral domains, and the formal development of their properties, complemented by examples and applications. Pre-practicum hours of directed field-based training required.
Non-Euclidean Geometry
MAT 629 3 credit(s)
Prerequisite: MAT 609. This course reviews a variety of approaches to the axiomatic developments of Euclidean plane geometry; followed by a treatment of non-Euclidean geometries, and the geometric properties of transformations, particularly isometries. Pre-practicum hours of directed field-based training required.
Probability and Statistics
MAT 633 3 credit(s)
Prerequisite: MAT 613. This course focuses on how probability and statistics can reveal a more complete picture of the world, by emphasizing concepts and applications from a wide range of fields. Major topics include: concept of sample space; descriptive measures; probability and sampling distributions; estimation and hypothesis testing; analysis of variance; correlational analysis; regression analysis; experimental design; modeling; and decision criteria. Pre-practicum hours of directed field-based training required.
Applied Mathematics
MAT 635 3 credit(s)
Prerequisites: MAT611 & MAT 631 or program chair’s approval. This course focuses on mathematical applications in everyday situations. Problem solving techniques are selected from several major areas that include: matrix theory, equilibrium equations, Fourier series and integrals, linear and non-linear equations, Laplace transforms, differential equations, network flows, and optimization strategies. Pre-practicum hours of directed field-based training required.
Assistive Technology: Modifying the Curriculum for Diverse Learners
ESP 615 3 credit(s)
How do we as educators implement the mandated requirements of the Individuals with Disabilities Education Act that calls for assistive technology to be considered in each Individualized Education Program (IEP)? Educators in this course examine assistive technologies and the federal laws affecting the education of students and children with disabilities. They look at assistive technologies addressing seating and positioning, access to the technology, augmentative and alternative communication (low-tech and high-tech). Educators will also look at curriculum modifications using technology, and software that addresses these modifications and individual learning styles. They will have a comprehensive understanding of the various augmentative and alternative communications (AAC) methodologies, including the appropriate use of aids and devises.

Core Faculty

Senior Instructor

Pages

Admissions

  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

  • Admissions Office:
    1-800-829-4723
  • Application:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

General Requirements

Official Transcript
Two Completed Recommendation Forms
Current Résumé

Personal Statement

Learn more about General Requirements 

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.

 

Tuition

  • Credits:
    33
  • Cost per credit hour:
    $485
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Graduation Fee:
    $110 (charged in last term)
  • Health Insurance Fee:
    $1,497 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2013, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

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