Program Director: Chris Brownell, Ph.D.
The mathematics education program presently offers programs designed for both elementary (those with a multiple subjects credential) and high school teachers of mathematics (those possessing a single-subject credential in mathematics). Students choose one option.
The elementary-middle school option offers a balance of courses from mathematics content and mathematics education. The first four of these courses are all mathematical content, equivalent to or exceeding the Upper Division level. Upon completion of these four courses, students may apply to the California Commission on Teacher Credentialling (CCTC) for a Supplemental Authorization in Mathematics. This authorization will allow teachers to have full-time teaching assignments in mathematics in grades 7-9. The remaining courses are intended to give teachers both content knowledge and an understanding of how to foster and maintain interest in mathematics among students with widely varying backgrounds. The foci of Mathematical Modeling and Teaching Mathematics for Social Justice are at the core throughout the 30 units.
The secondary school option is designed for teachers with single-subject credentials and an undergraduate degree in mathematics. The program is not intended as preparation for advanced study in mathematics, as in a Ph.D. in mathematics, but rather the courses place emphasis on depth and breadth of understanding of mathematics taught in grades 7-14. As with the Elementary/Middle School emphasis above, the focus is on Mathematical Modeling and Teaching Mathematics for Social Justice. This program has been designed to meet the needs of High School teachers who may be asked to teach Dual Enrollment courses at their schools but in collaboration with a local community college.
Both of these emphases are designed around a cohort model and can be completed in five consecutive semesters (including summers). These degrees follow the FPU Master's Handbook option of a "Program Designed Course Sequence" for their capstone project.
- Application form and fee
- Orientation interview with program director
- Statement of intent
- One letter of recommendation
- Official transcripts verifying BA/BS degree
- Letter of explanation if GPA is under 3.0
Program Student Learning Outcomes
- Students will strengthen and deepen their specialized content knowledge for teaching Mathematics
- Students will increase their focus on equity and diversity of pedagogical approaches to the content in their own practice
- Students will learn to recognize and apply their self-empowerment and self- efficacy and will translate the same into their students
- Students will create and present their academic scholarship through a program-designed course of study
- Students will deepen their knowledge of and broaden their connections to the mathematics education community, including elements of social justice and issues related to diversity
Program Length/Semester Starts
The Master of Arts in Mathematics is designed under a cohort model to be completed in five (5) contiguous semesters (e.g. Fall, Spring, Summer, Fall, Spring) Cohorts may start in any semester.
Online options exist