Mathematics Education Concentration - Courses
Number |
Name and Description |
Hours Credit |
Courses taken prior to the post-baccalaureate professional year |
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Cultural Studies in Education |
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Professional Studies: Teachers, School, and Society |
3 |
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Focus on roles and responsibilities of teachers, on how schools are organized and the relationship between the schools and the broader society. Prereq/Coreq: Educational Psychology 210; Prereq: Admission to Teacher Education. |
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Educational Psychology |
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Psychoeducational Issues in Human Development |
3 |
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Understanding and application of the psychology of human development to teaching/learning process in educational settings. Primarily for students entering teaching or Human Services. |
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Professional Studies: Applied Educational Psychology |
2 |
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Application of concepts, principles, techniques , and models from Educational Psychology to facilitate student learning and creation of effective classroom environments. Prereq: Admission to Teacher Education. |
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Instructional Technology |
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Introduction to Instructional Computing |
3 |
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Classroom uses of computers, applications for teachers, overview of computer operation and software for teachers of all grades. Prereq: Admission to Teacher Education. |
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Special Education |
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Professional Studies: Special Education and Diverse Learners |
2 |
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Characteristics and needs of students with disabilities and diverse learners with emphasis on educational implications. Techniques, strategies and resources for teaching students with special learning, behaviors, or medical needs, and the requirements of special education laws. Prereq: Educational Psychology 210, admission to Teacher Education Program. |
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Theory and Practice in Teacher Education |
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Field Experiences in Teaching: Secondary I |
1 |
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Field experiences in tasks related to teaching and teacher roles. Prereq: Admission to Teacher Education Program. Satisfactory/No Credit grading only. |
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Field Experiences in Teaching: Secondary II |
1 |
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Field experiences in tasks related to teaching and teacher roles. Prereq: 352 and admission to Teacher Education Program. Satisfactory/No Credit grading only. |
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Introduction to Secondary Schools |
3 |
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Aspects of teaching in grades 7-12, including curricular program and roles and responsibilities of secondary school teachers and administrators. Prereq: Admission to Teacher Education Program. |
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| Courses taken during the post-baccalaureate professional year | Hours Credit |
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Education - Analysis of Teaching for Professional Development |
2 |
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Strategies to document and analyze effectiveness of teaching and of professional development. Study and application of various approaches. Coreq: 575 |
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Education - Professional Internship in Teaching |
12 |
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Intensive teaching and teaching-related experiences in professional settings in public schools. Enrollment limited to post baccalaureate students in professional year program. Prereq: Admission to Teacher Education program. May be repeated. Maximum 12 hours. Satisfactory/No Credit grading only. |
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Education - Clinical Studies |
4 |
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Group and individual seminar activities during full-time internship. Application and evaluation of professional core competencies. Completion and presentation of portfolio and analysis of teaching project. Coreq: 575. |
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Reading Education |
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Developing Reading Skills in the Content Field |
3 |
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Teaching reading and study skills in the content areas of the school program. Extensive assessment of textbooks. Emphasis on middle school and high school. |
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Math Education |
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Teaching of Mathematics, Grades 7-12 |
3 |
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Preparation of teaching plans, evaluation, materials for teaching mathematics; teaching simulation and directed observation in schools. Prereq: Admission to Teacher Education Program. |
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Courses taken after the post baccalaureate professional year |
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Math Education Master's Level Courses |
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Programs and Materials in School Mathematics |
3 |
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Examination, development, and use of materials for creating an active learning environment for learning mathematics for all ages. Prereq: 485, 530, 543 |
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Teaching Mathematics to Young Children, K-4 |
3 |
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Unit planning, daily planning, grouping and other strategies of teaching mathematics. For those with little preparation in teaching elementary school mathematics. |
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Teaching Mathematics in Middle School, 5-8 |
3 |
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Unit planning, daily planning, grouping and other strategies of teaching mathematics. For those with little preparation in teaching middle school mathematics. |
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Mathematics Assessment |
3 |
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Processes for assessing, making curricular and instructional decisions based upon and reporting student achievement. Interpretation and use of existing assessment data. Methods of assessment: traditional tests, performance tasks, portfolios, exhibitions. Prereq: 581 or equivalent. |
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Mathematics Curriculum |
3 |
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Past, present, and future issues influencing mathematics curriculum in schools, elementary through college. Teacher's role in curriculum development and implementation. Rationales for curriculum decisions. Prereq: 485, Elementary Education 505, or equivalent. |
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Teaching Mathematics in Senior High School and Community Colleges |
3 |
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Topics appropriate for high school and community/junior college mathematics curriculum. Special problems related to enrichment, problem solving, and use of microcomputers. Opportunities for special projects. Prereq: 485 or equivalent. |
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Doctoral Level Mathematics Education Courses |
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Research Trends in Mathematics Teacher Education |
3 |
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This seminar-style course focuses on an analysis of research trends in science education and how such trends relate to the broader educational community. In this course students have a forum for discussion and presentation of their inquiries, which contributes to preparing them to evaluate and conduct research in science education as teacher-inquirers. We will also consider theory-based scholarship. The ultimate goal is to support students in developing and articulating a theoretical and research-based framework for K-12 science. We will examine the assumptions and limits of a variety of research approaches and reflect on how research might inform practice. Prereq: 628. |
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Advanced Studies in Mathematics Education |
3 |
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Analysis of current research in science education and implication of research for classroom practice. Prereq: 596. May be repeated. Maximum 6 hours. |
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Theory and Practice in Teacher Education Classes |
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Thesis |
1-15 |
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P/NP only |
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Problems in Lieu of Thesis |
2-3 |
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May be repeated. Maximum 9 hours. Satisfactory/No Credit grading only. |
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Trends and Issues in Education |
3 |
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Examination of contemporary trends and issues in education. |
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Educational Specialist Research and Thesis |
3 |
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May be repeated. P/NP only. |
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Independent Study |
3 |
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May be repeated. Satisfactory/No Credit or letter grade. |
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Supervised Readings |
3 |
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May be repeated. Satisfactory/No Credit or letter grade. |
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Special Topics |
3 |
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May be repeated. Satisfactory/No Credit or letter grade. |
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Clinical Experience in Assessment and Instruction |
3 |
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Academic remediation applied in lab/field setting; tasks related to teaching: assessment, preparation of lessons, and delivery of instruction. Coreq: 553. Satisfactory/No Credit or letter grade. |
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Doctoral Research and Dissertation |
3-15 |
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Prereq: Admission to candidacy. P/NP only. |
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Trans-Departmental Seminar I |
1 |
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Introduction to doctoral programs in education: research requirements, academic integrity, the meaning of scholarship in academe and issues/problems in education. Prereq: Admission to a doctoral program or consent of doctoral program coordinator. May not be used to meet 600-level requirement. Satisfactory/No Credit only. |
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Trans-Departmental Seminar II |
1 |
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Seminar to prepare doctoral students for the final steps in completing a terminal degree including preparing for and completing qualifying exams, preparing a prospectus, and completing a dissertation. Prereq: 604. May not be used to meet 600-level requirement. |
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Internship in College Teaching and Supervision |
3-9 |
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Supervised practice in college teaching and supervision. Prereq: Admission to doctoral program or consent of instructor. May be repeated. Maximum 9 hours. Satisfactory/No Credit only. |
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Trends and Issues in Teacher Education—An Interdisciplinary Perspective |
3 |
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Current trends and issues in field of teacher education" elementary education, mathematics education, science education, and social science education. Prereq: Admission to doctoral program or consent of instructor. |
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Research in Literacy, Language, and ESL Education |
3 |
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Recent trends and historical traditions in language and literacy research: analysis of nature of research methods used, question asked, and topics studied. Prereq: Admission to doctoral program or consent of instructor. |
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Theoretical Analysis and Theory Construction |
3 |
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Critical analysis of paradigms and theories relevant to educational research. Principles of theory construction with grounded, inductive, and deductive modes. Construction of mid-range theories. Prereq: Admission to doctoral program. |
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Internship |
1-3 |
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Experiences in application of principles and practices of curriculum development and instructional improvement. Prereq: Program prerequisites and consent of instructor. May be repeated. Maximum 9 hours. Satisfactory/No Credit only. |
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Independent Study |
1-3 |
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May be repeated. Satisfactory/No Credit or letter grade. |
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Supervised Readings |
1-3 |
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May be repeated. Satisfactory/No Credit or letter grade. |
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Special Topics |
1-3 |
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May be repeated. Satisfactory/No Credit or letter grade. |
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Contact CEHHS
335 Claxton Complex
1122 Volunteer Boulevard
Knoxville, Tennessee 37996
Phone: 865-974-2201
Fax: 865-974-8718