The Master of Science in Teaching degree in Mathematics is designed for individuals who are interested in teaching secondary mathematics; it is pursued as well by individuals who desire to teach college general-studies mathematics. Students strengthen their mathematics knowledge and understanding while they also explore teaching and learning approaches. Admission is open to licensed teachers as well as those seeking initial licensure. Those candidates seeking initial licensure must meet the mathematics major requirements, satisfy a professional education component, and meet discipline-related requirements. Master’s candidates may choose from two concentrations: teaching mathematics in either middle grades or secondary education. All students complete 36 hours, consisting of nine hours of required core courses, 15 hours of concentration, and 12 hours of cognate from the College of Education. Candidates must also successfully complete comprehensive examinations.
Amy Millen-Davies (M.S.T., Mathematics, 2014) switched careers after volunteering as a math tutor in Williamson County’s Adult Education program and then joining Columbia State Community College as a tutor/adjunct instructor. “I found my first year of teaching to be quite challenging, but I had also discovered great satisfaction in helping students remediate their math skills,” she says. She found that MTSU’s M.S.T. program balanced pure mathematics coursework with education courses she lacked in undergraduate studies. “I truly credit my M.S.T. courses with making me a better problem-solver,” she says. Millen-Davies had received her B.S. in Computer Science with a minor in mathematics from Eastern Michigan, then worked in the information technology field for eight years. She worked as a consultant for the Parke-Davis Pharmaceutical Research Division, 3M Healthcare, and General Motors before relocating to Nashville to join Telco Research as an application support analyst. Millen-Davies now works at Columbia State’s Franklin campus as an adjunct instructor for Learning Support Mathematics.
Riverdale High School 11th-year teacher Brandon Hanson earned his M.S.T. in Mathematics in 2011 and is working on his dissertation for MTSU’s Ph.D. in Mathematics and Science Education. Hanson primarily teaches statistics. “In one of the three levels of the course, I am implementing a new approach to teaching that is backed by some of the big-hitters in the statistics education,” he says. The M.S.T. program drastically altered his philosophy as a teacher. “I learned to better connect the decisions I made in the classroom to the research in the field,” Hanson says. “I devised new ways to integrate various technologies into my programs. ... Instead of being an information-deliverer and secret-keeper, I am now an opportunity-maker and facilitator.” He also developed a taste for research and is making presentations at conferences and wrapping up publications. He chose the M.S.T. program at MTSU because it was close, affordable, and has a reputable mathematics education program.
A number of schools report facing a shortage of teachers in certain subject areas including mathematics, according to the U.S. Department of Labor. A Master of Science in Teaching degree can help those with a strong mathematics background change careers into teaching mathematics at schools or even community colleges. Classroom educators also study valuable instructional approaches to help advance their careers and increase student success. Tutoring, textbook/testing resources, and state educational curriculum positions are other occupational options with this degree.
Two concentrations are offered under the Master of Science in Teaching (M.S.T.) in Mathematics: Middle Grade Mathematics and Secondary Mathematics.
Applicants for unconditional admission must have
Candidates not meeting these requirements may petition to the Mathematics Education Graduate Admissions Committee.
Those seeking initial licensure for Middle Grade Mathematics must meet the major requirements, satisfy a professional education component, and meet discipline-related requirements. The candidate should contact the chair of the Womack Educational Leadership Department for the professional education component and the chair of the Department of Mathematical Sciences for the discipline-related requirements.
Candidates seeking initial licensure for Secondary Mathematics may be required to complete additional hours in mathematics and/or professional education. An advisor should be consulted.
A Master of Science (M.S.) in Mathematics is also available, with concentrations in General Mathematics, Industrial Mathematics, and Research Preparation. The department offers a minor in Mathematics at the graduate level for non-majors.
The department also teaches courses in the Master of Science in Professional Science degree program, which includes concentrations in Actuarial Science and Biostatistics.
For complete curriculum details, click on the REQUIREMENTS tab above.
Undergraduate students interested in mathematical modeling and problem solving can pursue a Bachelor of Science (B.S.) degree with a major in Mathematics, choosing one of three concentrations: Actuarial Science, Mathematics Education, or Professional Mathematics.
Undergraduate minors are available in three areas: Mathematics; Statistics; and Mathematics for Managerial, Social, and Life Sciences.
Middle Grade Mathematics Secondary Mathematics
The Department of Mathematical Sciences offers the Master of Science with a major in Mathematics, the Master of Science in Teaching with a major in Mathematics, and a minor in Mathematics at the graduate level.
Three concentrations are offered under the Master of Science: General Mathematics, Industrial Mathematics, and Research Preparation. For those interested in teaching, two concentrations are offered under the Master of Science in Teaching: Middle Grade Mathematics and Secondary Mathematics.
The department also offers courses in the Master of Science in Professional Science degree. Students interested in a concentration in Biostatistics or in Actuarial Sciences should refer to the Master's of Science in Professional Science program.
Please see undergraduate catalog for information regarding undergraduate programs.
Admission to the Master of Science in Teaching with a concentration in Middle Grade Mathematics program requires
NOTE: Any candidate not meeting these requirements may petition to the Mathematics Education Graduate Admissions Committee.
NOTE: Candidates seeking initial licensure must meet the major requirements, satisfy a professional education component, and meet discipline-related requirements. The candidate should contact the chair of the Womack Educational Leadership Department for the professional education component and the chair of the Department of Mathematical Sciences for the discipline-related requirements.
All application materials are to be submitted to the College of Graduate Studies.
Applicant must
Candidate must
Candidate must complete 36 hours in the following course of study:
3 credit hours
Prerequisite: Permission of instructor. A basis for reflection on teaching and learning mathematics. Problem-solving strategies and heuristics. Focuses on all branches of mathematics, providing an opportunity to synthesize mathematical knowledge.
3 credit hours
Prerequisite: Permission of instructor. Innovative topics or critical issues related to the teaching and learning of mathematics. Includes history of mathematics education, pedagogical content knowledge, assessment and evaluation, and technologies.
3 credit hours
Prerequisite: Permission of instructor. Examines factors influencing research and critical analyses of selected research in mathematics education. Studies representing different methodologies critiqued.
Selected from:
3 credit hours
Prerequisites: Background in geometry, number theory, and/or symbolic logic helpful. The character of mathematical thought by way of mathematical problems which have occupied successively the outstanding mathematicians of Babylon, Egypt, Greece, China, the Renaissance, and modern times paralleled with a study of three schools of mathematical philosophy: intuitionism, logicism, and formalism. Open only to senior and graduate mathematics majors.
3 credit hours
Mathematics as problem solving, communication, and reasoning. Connecting different fields of mathematics. Topics include number and number relationships, number systems and number theory, computation and estimation, patterns and functions, statistics and probability, algebra, geometry, measurement.
3 credit hours
Prerequisite: Permission of instructor. Review and extension of algebraic skills and concepts as they relate to the teaching and learning of algebra. Focus on algebraic thinking and problem solving, algebraic systems, functions, graphing, and linear algebra.
3 credit hours
Prerequisite: Permission of instructor. Investigations into the foundations of plane, solid, and coordinate geometry, motion geometry, similarities and congruencies, measurement and the application of geometry. Instruction will model the suggested pedagogy appropriate for school mathematics.
3 credit hours
Prerequisite: Permission of instructor. Relation to school mathematics. Development of central tendency and variation, concepts of chance including sample space, randomness, conditional probability, and independence.
Twelve (12) hours in the College of Education (determined by the departments of Mathematical Sciences, Educational Leadership, and Elementary and Special Education).
Candidate must
The Department of Mathematical Sciences offers the Master of Science with a major in Mathematics, the Master of Science in Teaching with a major in Mathematics, and a minor in Mathematics at the graduate level.
Three concentrations are offered under the Master of Science: General Mathematics, Industrial Mathematics, and Research Preparation. For those interested in teaching, two concentrations are offered under the Master of Science in Teaching: Middle Grade Mathematics and Secondary Mathematics.
The department also offers courses in the Master of Science in Professional Science degree. Students interested in a concentration in Biostatistics or in Actuarial Sciences should refer to the Master's of Science in Professional Science program.
Please see undergraduate catalog for information regarding undergraduate programs.
Admission to the Master of Science in Teaching in Mathematics with a concentration in Secondary Mathematics program requires
NOTE: Any candidate not meeting these requirements may petition to the Mathematics Education Graduate Admissions Committee.
NOTE: Candidates seeking initial licensure to teach secondary mathematics may be required to complete additional hours in mathematics and/or professional education. An advisor should be consulted.
All application materials are to be submitted to the College of Graduate Studies.
Applicant must
Candidate must
Candidate must complete 36 hours in the following course of study:
3 credit hours
Prerequisite: Permission of instructor. A basis for reflection on teaching and learning mathematics. Problem-solving strategies and heuristics. Focuses on all branches of mathematics, providing an opportunity to synthesize mathematical knowledge.
3 credit hours
Prerequisite: Permission of instructor. Innovative topics or critical issues related to the teaching and learning of mathematics. Includes history of mathematics education, pedagogical content knowledge, assessment and evaluation, and technologies.
3 credit hours
Prerequisite: Permission of instructor. Examines factors influencing research and critical analyses of selected research in mathematics education. Studies representing different methodologies critiqued.
3 credit hours
Includes topics in three categories: 1) Propositions, predicates, quantifiers, truth tables, tautologies, and methods of mathematical proof including mathematical induction. 2) Sets, relations, functions, graphs, cardinality, and the Axiom of Choice. 3) Applications of these foundations to selected results in algebra and analysis as time permits. It is recommended that this course be taken early in the graduate program.
plus one course from:
3 credit hours
Prerequisite: Introductory probability/statistics course or permission of instructor. Contemporary and medical research methodology for biostatistics. Descriptive and inferential statistics including parametric and nonparametric hypothesis testing methods, sample size, statistical significance and power, survival curve analysis, relative risk, odds ratios, chi square modeling, and analysis of variance. Data will be analyzed using statistical software.
3 credit hours
Prerequisite: Mathematical maturity, preparation in the area and (normally) nine semester hours of graduate study. Problems course dealing with theory, methods, and applications.
3 credit hours
Prerequisite: Mathematical maturity, preparation in the area and (normally) nine semester hours of graduate study. Problems course dealing with theory, methods, and applications.
3 credit hours
Prerequisite: Mathematical maturity, preparation in the area and (normally) nine semester hours of graduate study. Problems course dealing with theory, methods, and applications.
Twelve (12) hours in the College of Education (determined jointly by the departments of Mathematical Sciences and Educational Leadership).
Candidate must
Her research interests focus on supporting teachers in the instructional change process.
Teaching and learning of proof
Collaboration between mathematicians and mathematics teacher educators
Interpretation and implementation of the Common Core State Standards for Mathematical Practice, especially with respect to (a) constructing and critiquing arguments, and (b) modeling.
Dr. Strayer's research interests include developing ways the classroom flip can be used to enact research supported mathematics teaching practices, supporting university instructors' implementations of research supported mathematics teaching practices, and developing pre-service and in-service teachers' mathematical/statistical knowledge for teaching.
Dr. Strayer has taught mathematics, mathematics education, statistics, and statistics education courses in higher education since 1998. He holds a B.S. in mathematics education from Asbury University, an M.A.Ed. in curriculum and instruction from Mount Vernon Nazarene University, and a Ph.D. in mathematics education from The Ohio State University. Dr. Strayer has secured over $1M in grant funding to support his teaching and research efforts. This work includes directing professional development institutes for in-service teachers, utilizing technology for mathematics and statistics instruction, and conducting research in undergraduate mathematics courses. Dr. Strayer has published his work in venues such as Annual Perspectives in Mathematics Learning, Mathematics Teacher, PRIMUS, Notices of the American Mathematical Society, Learning Environments Research, Investigations in Mathematics Learning, and the Journal of the Research Center for Educational Technology. He has presented his work at more than 40 professional meetings and conferences over the years. Dr. Strayer lives in Murfreesboro with his wife and three children. He enjoys running, listening to good music, playing the guitar, hiking, fishing, and canoeing.
Michaele Chappell
michaele.chappell@mtsu.edu
615-898-2393
Michaele Chappell
michaele.chappell@mtsu.edu
615-898-2393
Department of Mathematical Sciences
Middle Tennessee State University
MTSU Box 34
1301 East Main Street
Murfreesboro, TN 37132
College of Graduate Studies
Middle Tennessee State University
MTSU Box 42
1301 East Main Street
Murfreesboro, TN 37132
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