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The Master of Arts in Teaching-Mathematics is a competency-based
degree program that prepares students at the graduate level
both to be licensed to teach mathematics in grades 5-9 or 5-12 and to develop
significant skills in mathematics curriculum development, design, and
evaluation. All work in this degree program is online with the exception
of the Demonstration Teaching and in-classroom field experience
components. Students enter this program with a significant
background in mathematics and then proceed through study in the
Foundations of Teaching, Instructional Planning and Presentation,
Mathematics Education, Preclinical Experiences, Demonstration
Teaching, and Research Fundamentals.
Foundations of Teaching Practice Integration
Foundations of Teaching Practice Integration helps students to review and synthesize foundational teaching concepts
including classroom management, human development, assessment, diversity and inclusion, and the historical, legal, and
philosophical foundations of education.
Instructional Planning and Presentation in Mathematics
Instructional Planning and Presentation assists students as they continue to build instructional planning skills. Topics
include unit and lesson planning, instructional presentation strategies, assessment, engagement, integration of learning
across the curriculum, effective grouping strategies, technology in the classroom, and using data to inform instruction.
Mathematics Learning and Teaching
In this course you will develop the knowledge and skills necessary to become a prospective and practicing educator. You
will be able to use a variety of instructional strategies to effectively facilitate the learning of mathematics. This course
focuses on selecting appropriate resources, using multiple strategies, and instructional planning, with methods based on
research and problem solving. A deep understanding of the knowledge, skills, and disposition of mathematics pedagogy is
necessary to become an effective secondary mathematics educator.
Mathematics History and Technology
In this course, you will learn about a variety of technological tools for doing mathematics, and you will develop a broad
understanding of the historical development of mathematics. You will come to understand that mathematics is a very
human subject that comes from the macro-level sweep of cultural and societal change, as well as the micro-level actions of
individuals with personal, professional, and philosophical motivations. Most importantly, you will learn to evaluate and
apply technological tools and historical information to create an enriching student-centered mathematical learning
Preclinical Experiences in Mathematics
Preclinical Experiences in Mathematics provides students the opportunity to observe and participate in a wide range of in-classroom
teaching experiences to develop the skills and confidence necessary to be an effective teacher. Students will
reflect on and document at least 60 hours of in-classroom observations. Prior to entering the classroom for the
observations, students will be required to meet several requirements including a cleared background check, passing scores
on the state or WGU required basic skills exam, a completed resume, philosophy of teaching, and professional photo.
Over the course of your observations, you will:
Once you have completed a majority of your coursework and your initial preclinical experiences, you will enter and
observe a live classroom. This will be an excellent opportunity for you to see real-world examples of the principles you
have learned. Theory often diverges from practice when it must be applied in a real-world, dynamic situation. In this
course, you will reflect on your previous coursework, and look forward to the requirements still needed in preparation for
Demonstration Teaching and graduation.
Supervised Demonstration Teaching in Mathematics
The Supervised Demonstration Teaching in Mathematics courses involve a series of classroom performance observations by the host teacher and clinical supervisor that develop comprehensive performance data about the teacher candidate’s skills.
Teacher Work Sample in Mathematics
The Teacher Work Sample is a culmination of the wide variety of skills learned during your time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning, instructional, and reflective skills in this professional assessment.
You will create an online teaching portfolio that includes professional artifacts (e.g. resume and Philosophy of Teaching Statement) that demonstrate the skills you have acquired throughout your Demonstration Teaching experience.
The Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills.
The Research Foundations course focuses on the essential concepts in educational research, including quantitative,
qualitative, mixed, and action research; measurement and assessment; and strategies for obtaining warranted research
Research Questions and Literature Review
The Research Questions and Literature Reviews for Educational Research course focuses on how to conduct a thorough literature review that addresses and identifies important educational research topics, problems, and questions, and helps determine the appropriate kind of research and data needed to answer one's research questions and hypotheses.
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