M.A.T. Secondary Mathematics Courses

This course is an examination and application of foundational and emerging psychological theories and research, which shape educators’ understanding of their students, as well as their instructional decision making. The course examines topics such as child development, motivation, sociocultural identity, cognition, memory, assessment, and classroom management.

This course prepares candidates to work collaboratively with families and school personnel to have a positive impact on the educational, social and behavioral development of all students, including those with a full range of disabilities, in a diverse society. It focuses on knowledge of legislative mandates for serving exceptional students, characteristics of exceptionality, best practices in facilitating teaching and learning, and accountability through assessment of outcomes. This course requires a ten-hour observational and instructional experience (i.e., teaching a lesson plan) in assigned school placement(s). This course requires an observational experience and an instructional experience in an assigned school placement. Verification of professional liability insurance is required prior to placement in the field experience. This course fulfills Georgia HB 671 requirement. Candidates must be currently enrolled in a MAT program. Verification of professional liability insurance is required prior to placement in the field experience. Candidates must have an issued preservice certificate for this course. Candidates must also be enrolled in the Yearlong Clinical I while taking this course. Failure to meet both criteria will result in removal from the course. If a change occurs in the YCE I placement while enrolled in this course, notify your instructor immediately. If you are removed from your field placement you will receive an F in this course. This course is a three-credit hour course. This is a fully online course. Beginning July 1, 2019, all candidates must earn a “B” or higher in this course for certification as stated in the Georgia PSC 505-2-.24 Special Georgia Requirements.

This course introduces Master of Teaching candidates to today’s diverse English learner population, education policies that impact these students and how cultural resources can be leveraged to meet their academic needs. This course focuses on developing effective instruction, assessment, and literacy development for English learners and other linguistically diverse learners in middle grade classrooms. Specifically, candidates will a.) examine the academic, linguistic, and social needs of linguistically diverse learners, b.) explore the differences between teaching reading and writing to English learners and native English speakers; and c.) develop skills necessary for differentiation and scaffolding language and content for English learners at a variety of language proficiency levels.

Teacher candidates learn to use technologies to promote student achievement of required content and technology standards through higher-level thinking, collaboration, problem-solving, and relevant, meaningful learning in their classrooms. Students will also explore digital equity, acceptable use, Internet safety, online learning, and other issues/trends relevant to technology in schools.

This course is the beginning to the co-teaching Yearlong Clinical Experience in education. Candidates will attend the entirety of pre-planning at their assigned school before the start of the academic year (the exact timing of which will depend on the placement school’s schedule). Additionally, candidates will also attend the first week of the academic year in order to familiarize themselves with the policies and routines of their placement school and Collaborating Teacher.

This is the first of three courses in a professional sequence toward becoming a well-prepared beginning secondary mathematics teacher. Topics include introductory ideas about mathematics education, including current mathematics standards and policy documents, cognitive learning theories, and teaching frameworks. Students will explore how secondary students think about and learn mathematics, examine how to select and modify tasks, use appropriate manipulatives and technology, differentiate instruction, and apply their learning in an accompanying field experience.

This is the second of three courses in a professional sequence toward becoming a well-prepared beginning secondary mathematics teacher. Topics include social learning theories, equity issues, and specific teaching strategies. Students will explore how to support discourse in the secondary mathematics classroom, develop questioning techniques, examine how to plan for learning sequences, and apply their learning in an accompanying field experience.

An examination of the social, historical, and institutional contexts of mathematics and mathematics education, specifically how these contexts affect mathematics teaching and learning and produce inequitable learning experiences and outcomes for students. Examine strategies to ensure access and advancement; develop positive mathematical identities; draw on students’ mathematical, cultural, and linguistic resources; and advocate for each and every student.

Under the guidance of a collaborating teacher and university supervisor, the intern will complete a teaching experience at a designated school. The experience requires working in a co-teaching environment with diverse learners, including students with special needs and with students who are English learners. This experience includes regularly scheduled professional seminars.

Under the guidance of a collaborating teacher and university supervisor, the intern will complete a full-time teaching experience at a designated school. The experience requires working in a co-teaching environment with diverse learners, including students with special needs and with students who are English learners. This experience includes regularly scheduled professional seminars and the completion of a content pedagogy assessment.

Note: Proof of professional liability insurance is required prior to school placement.

This course is for prospective and in-service 6-12 mathematics teachers with a strong undergraduate training in mathematics. It will connect advanced mathematics to the topics they will teach, while deepening understanding of fundamental ideas involving number theory, algebra, functions, and trigonometry, including historical perspectives on each. Students will engage in mathematical practices such as problem solving to develop conceptual understanding, reasoning abstractly and quantitatively, modeling with mathematics, and demonstrating the interconnectedness of mathematical ideas.

This course is for prospective and in-service 6-12 mathematics teachers with a strong undergraduate training in mathematics. It will connect advanced mathematics to the topics they will teach, while deepening understanding of fundamental ideas involving discrete mathematics, abstract algebra, matrices, vectors, and calculus, including historical perspectives. Students will engage in mathematical practices such as problem solving to develop conceptual understanding, reasoning abstractly and quantitatively, modeling with mathematics, and demonstrating the interconnectedness of mathematical ideas.