MATHEMATICS EDUCATION

The EdD in Mathematics Pedagogy

Course Descriptions

MATH 740 Technological Tools for Education in Mathematics
(3 Credits)
This course will explore the research literature on technology tools for education in mathematics and science in order to create a richer and more egalitarian learning environment. Classroom practices and state and national science and mathematics standards will be examined in light of research knowledge on technology in education. The scholarly literature on other issues related to technological literacy, such as equity, will be discussed and explored.
Prerequisites: Matriculation in the Ed.D. in Mathematics Pedagogy or permission of the graduate program coordinator and MATH 512 or MATH 513.
MATH 741 Historical and Multicultural Foundations of Mathematical Thought
(3 Credits)
This course will trace the historical evolution of major themes and concepts in mathematics and the role and influence of various cultures in the development of these ideas. Multicultural perspectives will survey the impact of non-European cultures, including those of Asia, Africa, the Americas, and the Middle East, on the development of mathematical thought. The course will also trace major curriculum reform movements in the teaching and learning of mathematics throughout the United States during the nineteenth and twentieth centuries and their impact on contemporary school programs.
Prerequisite: Matriculation in the Ed.D. in Mathematics Pedagogy.
MATH 742 Mathematical Modeling in the Sciences
(3 Credits)
The exploration of mathematical models in the sciences and issues related to the teaching and learning of such models. Includes the collection and analysis of data using modern technology. Discussion of curricula that emphasize modeling and current research related to interdisciplinary approaches to teaching mathematics and science.
Prerequisites: Matriculation in Ed.D. in Mathematics Pedagogy. Permission of graduate coordinator.
MATH 745 The Use of Teacher Knowledge in Mathematics Teaching
(3 Credits)
General and mathematics-specific domains of teacher knowledge are defined, critiqued, compared and contrasted. In addition, they are applied in analyzing and determining the domains' roles in lesson planning, responding to students' questions, addressing students' misconceptions, and assessing student understanding. The research history on teacher knowledge is examined and critiqued with an eye towards understanding the introduction and use of the domains of knowledge being employed by current educators and researchers. The role of these knowledge domains in implementing the NCTM Standards also is examined. Articles on teacher knowledge are discussed and analyzed. These ideas are employed in analyzing classroom or interview videotapes, audiotapes, and transcripts to determine the potential use of teacher knowledge as it is instantiated in more practical situations.
Prerequisite: Matriculation in the Ed.D. in Mathematics Pedagogy.
MATH 811 Mathematics Education Leadership
(3 Credits)
Students will gain experience working for systemic change in educational programs and thus become capable of assuming a leadership role for such change. This course is designed to provide a long-term experience with nurturing pedagogy, leadership development, and stewardship of best practices. Candidates will work closely with faculty to develop goals and expectations for specific change in their work settings, where appropriate, then evaluate progress towards these goals. Candidates will conduct fieldwork in this area, including experimental design, implementation, and evaluation of results. The course includes reading, seminars, and portfolio development, as well as presentations from visiting faculty and other leaders in mathematics education.
Prerequisite: Matriculation in the Ed.D. in Mathematics Pedagogy.
MATH 812 Mathematical Modeling for Middle Level and High School Grades
(3 Credits)
This course will examine mathematical modeling as a process of identifying a problem, determining a mathematical core, working within that core, and reexamining the problem to ascertain what mathematics reveals about the original problem. Specific models related to various areas of mathematics will be explored, developed, and applied in the solution of contemporary problems, and the models will serve as unifying structures in the secondary curriculum.
Prerequisite: Matriculation in the Ed.D. in Mathematics Pedagogy.
MATH 813 Geometry for Middle Level and High School Grades
(3 Credits)
This course discusses specific topics from geometry, their impact on the changing geometry curriculum in the schools, their application through technology, and their connection to other areas within and outside mathematics. Examples include dimension, scaling, measurement, and fractal dimension, with their use as unifying themes that can be studied from several different points of view, that make use of current visualization technology, and that can be applied across disciplines. Additional topics may be selected from finite and projective geometries, spherical and other non-Euclidean geometries. The roles these topics play in enhancing mathematical thinking and visualization skills, both in these classroom teachers and, ultimately, in the students whom these teachers teach, are emphasized. Classroom materials, activities, and techniques are discussed and developed and concepts explained and explored through various modes, such as hands-on manipulatives, interactive computer software, and graphing calculators.
Prerequisite: A background in undergraduate geometry comparable to MATH 350 and matriculation in the Ed.D. in Mathematics Pedagogy.
MATH 814 Algebra and Analysis for Middle Level and High School Grades
(3 Credits)
Topics from algebra and analysis will be used to explore and unify a variety of topics in the changing school curriculum. For example, the topic of linear transformations can be used to motivate the connection between geometric transformations and the related algebra. Topics will be selected to provide students with the tools to approach algebra numerically with middle school students as well as more abstractly with advanced senior high school students. Other topics, such as the Fundamental Theorem of Algebra, complex numbers, sequences, and series will be used to bridge the gap between algebra and topics in analysis. Then topics from analysis will be used to build a firm foundation on the structure of various number systems such as real and complex numbers. Part of the course will be axiomatic and theoretical development in the classical sense. Applications of these theoretical results to the school mathematics curriculum and to other academic fields, such as physics, will be explored.
Prerequisites: MATH 425 and MATH 431 and matriculation in the Ed.D. in Mathematics Pedagogy.
MATH 815 Critical Thinking and Cognitive Development in Mathematics
(3 Credits)
This course focuses on cognitive development and the application of critical thinking and problem solving strategies to the teaching and learning of mathematics. Mathematical models as unifying structures will be examined together with investigations into methods of acquiring mathematical knowledge and the nature of mathematical proof. Contemporary learning theories in mathematics will be surveyed and applied in specific classroom situations.
Prerequisite: Matriculation in the Ed.D. in Mathematics Pedagogy.
MATH 825 Research in mathematics Education
(3 Credits)
This course will examine the nature of research in mathematics education, its designs and methodologies, and its impact on school curricula. Research studies in cognitive development, curriculum and instruction, the teaching-learning process, language and communication in mathematics classrooms, and critical contemporary issues in mathematics education will be examined, analyzed, and discussed from the perspective of the classroom teacher.
Prerequisites: Matriculation in Ed.D. in Mathematics Pedagogy or Ed.D. in Education, Concentration in Pedagogy (Philosophy for Children); advancement to candidacy.
MATH 830 Dissertation Proposal Seminar
(1-3 Credits)
Students will work with their dissertation advisors to develop and refine their dissertation proposals. The seminar is a supplement to the formal dissertation proposal approval process, which is outlined in the handbook. Successful completion of this course does not imply approval of the dissertation proposal. Cross-listed with Educational Foundations EDFD 830 and Center of Pedagogy, EDCO 830. This course will be offered as pass/fail only.
Prerequisites: Matriculation in the Ed.D. in Mathematics Pedagogy or Ed.D. in Education, Concentration in Pedagogy (Philosophy for Children); admission to candidacy.
MATH 900 Dissertation Advisement
(3-12 Credits)
While enrolled in Dissertation Advisement, students will work with their dissertation advisor and dissertation committee. Credits are reported as IP (In Progress) while the dissertation is being written. At the successful conclusion of the dissertation defense, a final grade of pass will be recorded.
Prerequisites: Matriculation in the Ed.D. in Mathematics Pedagogy or Ed.D. in Education, Concentration in Pedagogy (Philosophy for Children); advancement to candidacy.
MATH 901 Dissertation Extension
(1 Credit)
Designed to allow students to maintain their matriculation while working on their dissertation similar to that of the master's thesis extension. Once students have acquired 12 credits of EDCO/EDFD/MATH 900 Dissertation Advisement, they are permitted to enroll in 1 credit of EDCO/EDFD/MATH Dissertation Extension. Students must register every semester until and including the semester of their defense. There is a 10-year limit from the time of initial matriculation. Credits are reported as IP (In Progress) while the dissertation is being written. At the conclusion of the dissertation defense, a final grade of pass or fail will be recorded. Cross-listed with Center of Pedagogy, EDCO 901.
Prerequisite: 12 credits of Dissertation Advisement.

Education Course Descriptions

EDCO 711 The Classroom Community of Inquiry
(3 Credits)
This course provides students with an opportunity to move into the theory and practice of community of inquiry, in the context of classroom and other environments (e.g. school communities, child care centers, prisons). Participants will construct a general theory of communal dialogue, with particular emphasis on its application to the structure of classroom discourse.
Prerequisite: Matriculation in Ed.D. in Pedagogy.
EDCO 712 Implications of Race and Ethnicity in United States Schools
(3 Credits)
This course is designed to explore the dynamics of race and ethnicity as well as the ways in which they potentially impact democracy. The course will analyze the historic legacies of race and ethnicity within the United States and the ways in which they manifest and impact different sociopolitical systems globally. Further, a goal of this course to heighten participants' awareness of such issues and examine the relationships between race/ethnicity and education, schooling, democratic practice and literacy development.
Prerequisite: Matriculation in Ed.D. in Pedagogy.
EDCO 801 Democracy and Education
(3 Credits)
This course will examine the concept of democracy and a range of interrelated issues inherent in the public purposes of schooling in social and political democracies. Students will inquire into the meaning of citizenship in a democracy, and the role of the schools in fostering its development and expression. This inquiry will be conducted comparatively. Varying domestic and international socio-cultural and political contexts will be examined. Students will examine various curricular and pedagogical designs and governance structures, which can be associated with models of democratic schooling. The moral obligations of pedagogy and stewardship, which fall to teachers in the conduct of educating for democratic citizenship, will also be examined.
Prerequisite: Matriculation in Ed.D. in Pedagogy.
EDCO 802 Access To Knowledge
(3 Credits)
This course addresses the concept of access to knowledge through an examination of multiple literacies and a range of epistemological and ethical perspectives. Knowledge construction by the learner, in literacy and subject area disciplines will be examined. Students will develop an understanding of the epistemological dimensions under girding the various school subjects. Foundational epistemological theories and current thinking in the psychological, social, and cultural underpinnings of literacy will be related to fundamental disciplinary groups such as arts, humanities, social and natural sciences and mathematics. Students will be encouraged to critically analyze and evaluate standard school texts and curriculum units.
Prerequisite: Matriculation in Ed.D. in Pedagogy.
EDCO 803 Pedagogy: The Art and Science of Teaching and Learning
(3 Credits)
This course examines the art and science of teaching and learning in an evolving social and political democracy. It aims at developing an understanding that teaching and learning occur in socio-cultural contexts. Themes to be explored include competing views of knowledge and their implications for curriculum construction; current theories of learning and assessment; strategies to ascertain students' prior knowledge and experience; and pedagogical practices that build upon students' cultural capital. The course will examine diverse pedagogical strategies and their relationships to the structure and epistemology of the disciplines. Special attention will be given to the moral dimensions of the teaching-learning process.
Prerequisite: Matriculation in Ed.D. in Pedagogy.
EDCO 804 Organizational Change, Policy and Leadership
(3 Credits)
In this course, doctoral students will learn to analyze complex organizational patterns, situations and policies that define and affect diverse educational settings in the U.S. and in other places. Students will examine various models of leadership, theories and research on change models, and the processes of educational policy formation. Students will develop an understanding of their own role as change agents. There will be a field component for this course in which students will conduct research on the development, implementation and/or evaluation of a plan for change in an educational setting.
Prerequisite: Matriculation in Ed.D. in Pedagogy.
EDCO 820 Qualitative Methods for Educational Research
(4 Credits)
This course examines the theoretical and conceptual foundations of qualitative approaches to social science research and engages students in designing and conducting qualitative research in education. Students will develop a doctoral-level qualitative research proposal that provides a conceptual framework, specifies procedures for sample selection, data collection, and data analysis, and addresses issues of ethics, reliability, and validity. They will then conduct a small-scale research project, involving the design of qualitative data collection instruments, collection of qualitative data, analysis of the data, and writing a report of findings. Students will examine social, cultural, political, and ethical dimensions of qualitative research. They will be introduced to computer packages used for qualitative data analysis. They will also critically examine published qualitative research articles. Full year course.
Prerequisite: Matriculation in Ed.D. in Pedagogy and a course in research methods or equivalent.
EDCO 821 Quantitative Methods for Educational Research
(4 Credits)
This course provides students with an advanced critical understanding of the epistemological and methodological foundations of quantitative approaches to empirical research in education. It will also develop students' skills as critical consumers and effective producers of knowledge in various methods of educational research. The course will examine experimental design, methods and techniques, sampling procedures, methodologies, instrumentation, design, and data analysis utilized in quantitative research, and will examine the statistical techniques and procedures most commonly used in quantitative educational research. Designs studied will include one-way ANOVA, factorial and randomized complete block. Other topics will include analysis of covariance, simple linear regression and multiple regression. Students will be introduced to the use of SPSS or other computer packages utilized in quantitative research for treatment of data and the development of a research report. Students will gain experience in preparation for an acceptable doctoral dissertation, which relies on the analysis of quantitative data. Full year course.
Prerequisite: Matriculation in Ed.D. in Pedagogy and a course in research methods or equivalent.
EDCO 830 Dissertation Proposal Seminar
(1-3 Credits)
Students will work with their dissertation advisors to develop and refine their dissertation proposals. The seminar is a supplement to the formal dissertation proposal approval process, which is outlined in the handbook. Successful completion of this course does not imply approval of the dissertation proposal. Cross-listed with Educational Foundations, EDFD 830 and Mathematical Sciences, MATH 830. This course will be offered as pass/fail only.
Prerequisite: Matriculation in Ed.D. in Pedagogy; admission to candidacy.
EDCO 900 Dissertation Advisement
(3-12 Credits)
While enrolled in Dissertation Advisement, students will work with their dissertation advisor and dissertation committee. Credits are reported as IP (In Progress) while the dissertation is being written. At the successful conclusion of the dissertation defense, a final grade of pass will be recorded.
Prerequisite: Matriculation in Ed.D. in Pedagogy, advancement to candidacy.
EDCO 901 Dissertation Extension
(1 Credit)
EDCO 901 is designed to allow students to maintain their matriculation while working on their dissertation similar to that of the master's thesis extension. Once students have acquired 12 credits of EDCO/EDFD/MATH 900 Dissertation Advisement, they are permitted to enroll in one credit of EDCO/EDFD/MATH Dissertation Extension. Students must register every semester until and including the semester of their defense. There is a ten-year limit from the time of initial matriculation. Credits are reported as IP (In Progress) while the dissertation is being written. At the conclusion of the dissertation defense, a final grade of pass or fail will be recorded. Cross-listed with Mathematical Sciences, MATH 901.
Prerequisite: 12 credits of Dissertation Advisement.
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