![]() Our 40+ graduate programs will equip you to succeed in your career and in your life. The decision to embark on graduate studies is a big one. MTHE 704 - Core Mathematics IV Credits 3.MTHE 703 - Core Mathematics III Credits 3.MTHE 702 - Core Mathematics II Credits 3.MTHE 701 - Core Mathematics I Credits 3.MTHE 768 - Calculus in the Classroom Credits 3.MTHE 763 - Probability and Statistics Credits 3.Select one of the options listed below: Secondary School Option MTHE 771 - Role of Change in Perspective in Mathematics Credits 3.MTHE 770 - Teaching Mathematics for Social Justice Credits 3.MTHE 769 - Mathematical Modeling in School Credits 3.MSER 795 - Research Methods and Project Proposal Credits 3.MSER 794 - Introduction and Literature Review Credits 3.Online Required Courses (30 Units) Master of Arts Core (required for both options) Fall, Spring, Summer, Fall, Spring) Cohorts may start in any semester. The Master of Arts in Mathematics is designed under a cohort model to be completed in five (5) contiguous semesters (e.g. 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.Students will create and present their academic scholarship through a program-designed course of study.Students will learn to recognize and apply their self-empowerment and self- efficacy and will translate the same into their students.Students will increase their focus on equity and diversity of pedagogical approaches to the content in their own practice.Students will strengthen and deepen their specialized content knowledge for teaching Mathematics.Letter of explanation if GPA is under 3.0.Official transcripts verifying BA/BS degree.Orientation interview with program director.These degrees follow the FPU Master's Handbook option of a "Program Designed Course Sequence" for their capstone project. 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.īoth of these emphases are designed around a cohort model and can be completed in five consecutive semesters (including summers). As with the Elementary/Middle School emphasis above, the focus is on Mathematical Modeling and Teaching Mathematics for Social Justice. in mathematics, but rather the courses place emphasis on depth and breadth of understanding of mathematics taught in grades 7-14. The program is not intended as preparation for advanced study in mathematics, as in a Ph.D. ![]() The secondary school option is designed for teachers with single-subject credentials and an undergraduate degree in mathematics. The foci of Mathematical Modeling and Teaching Mathematics for Social Justice are at the core throughout the 30 units. 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. This authorization will allow teachers to have full-time teaching assignments in mathematics in grades 7-9. 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. The elementary-middle school option offers a balance of courses from mathematics content and mathematics education. 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). NON-DISCRIMINATION STATEMENT: FUSD prohibits discrimination, harassment (including sexual harassment), intimidation, and bullying based on actual or perceived race, color, ethnicity, national origin, immigration status, ancestry, age (40 and above), religious creed, religion, political belief or affiliation, gender, gender identity, gender expression, genetic information, mental or physical disability, sex, sexual orientation, marital status, pregnancy or parental status, childbirth, breastfeeding/lactation status, medical condition, military and veteran status, or association with a person or a group with one or more of these actual or perceived characteristics or any other basis protected by law or regulation, in its educational program(s) or employment.Program Director: Manjula Joseph, Ph.D. Local Control Accountability Plan (LCAP).Annual Title 1 Informational Virtual Meeting.School Accountability Report Card (SARC). ![]()
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