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Doctoral Level coursework in mathematics education consists of a core of 900 level courses supplemented by special topics courses, seminars, and practica, as well as 800 level courses. The core courses for doctoral students across the three programs are:
SME 840,
Critical Content of School Mathematics: Numbers and Operations. Survey of the mathematical content, historical development, research on learning and teaching number systems, development of number and operations in school curricula.
SME 841,
Critical Content of School Mathematics: Algebra. Survey of the mathematical content, historical development, research on learning and teaching of algebra, development of algebra in school curricula.
SME 842,
Critical Content of School Mathematics: Geometry. Mathematical foundations of geometry. Instructional materials. Historical development. Development of geometry in school curriculum. Research on teaching and learning.
SME 879,
Teaching College Mathematics.
The purposes of this course are to provide instruction, guidance and support to graduate students as they teach college level mathematics courses. The goals are to help new and experienced teachers run their current classes as well and to prepare them for a variety of issues that may arise in their future teaching assignments. The course emphasizes active learning and is organized around a series of in-and out-of-class activities connected to the students' own classes.
SME 903,
Topics in Mathematics Education Research. Read and critique mathematics research literature. Analyze and synthesize the research literature around a topic of interest. Examine the major research methodologies that have been used in mathematics research education.
SME 926,
Proseminar in Mathematics Education I. This course is the first in a two-course sequence, required for first-year doctoral students in mathematics education. This course will investigate seminal research findings around the learning and teaching of mathematics.
SME 927,
Proseminar in Mathematics Education II.
This course is the second in a two-course required sequence for first-year doctoral students in mathematics education. This course will investigate seminal research findings around the learning and teaching of mathematics
SME 954,
Design and Methods in Mathematics Education Research. This course provides students with opportunities to examine research studies in mathematics education in detail and to develop skills to analyze research designs critically. Particular attention will be paid to connections among theoretical frameworks, research questions, and research design/methods. The research examined will focus on some key domains of research activity in mathematics education research, including impact of standards and curriculum, teacher beliefs and knowledge, and student understanding of mathematics. Students will conduct and report on a research study of their own design.
SME 997, Special Topics in Mathematics Education. Advanced topics in mathematics education.
CEP/TE 913, The Psychology and Pedagogy of School Mathematics. Psychological theory and research on the learning of mathematics. Development of mathematical thinking and knowledge in school and other settings. More specifically, CEP 913 focuses on psychological theory and research relating to the learning and teaching of mathematics. The main emphasis will be on developing solid conceptions of what it means to know and understand mathematics from a psychological perspective. A central aim of this course is to assist in the formulation of a vision of mathematical understanding by introducing students to psychological and cognitive ways that this issue has been addressed in the past.
TE 950, Exploring Mathematical Ways of Knowing. Philosophical, cultural, political, societal, psychological, and historical perspectives on knowing in mathematics as a discipline. This course examines issues of the philosophy of mathematics and their relevance to education. The course is run as a seminar. Course readings in the philosophy of mathematics include examinations of questions like: Are there mathematical objects? If so, what are they like? Are they like the objects of study in science? or not? What would it mean to say that mathematics does not study objects? Are there 'ways of knowing' peculiar to mathematics? If so, what are they? A central reading for this course is Imre Lakatos' classic, Proofs and Refutations. Students in the class do a small research project and report on this project orally and in writing. Working from an aphorism of Rene Thom's (loosely, all teaching of mathematics rests on a philosophy of mathematics, no matter how incoherent!), class projects focus on ways in which issues in the philosophy of mathematics appear in teaching.
Other doctoral courses of interest to mathematics education students are:
TE 994, Practicum on Teaching and Teacher Education. Supervised practica; observations and internships in an area of educational policy and social analysis, teacher education and teacher learning; and curriculum, teaching and learning.
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