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.
Teacher Education Foundations
Foundational Perspectives of Education
This course provides an introduction to the historical, legal, and philosophical foundations of education. Current educational trends, reform movements, major federal and state laws, legal and ethical responsibilities, and an overview of standards-based curriculum are the focus of the course. The course of study presents a discussion of changes and challenges in contemporary education. It covers the diversity found in American schools, introduces emerging educational technology trends, and provides an overview of contemporary topics in education.
Educational Assessment assists students in making appropriate data-driven instructional decisions by exploring key concepts relevant to the administration, scoring, and interpretation of classroom assessments. Topics include ethical assessment practices, designing assessments, aligning assessments, and utilizing technology for assessment.
Classroom Management, Engagement, and Motivation
Students will learn the foundations for effective classroom management as well as strategies for creating a safe, positive learning environment for all learners. Students will be introduced to systems that promote student self-awareness, selfmanagement, self-efficacy, and self-esteem.
General Education (for the 5-9 option)
Mathematics for Elementary Educators I
Mathematics for Elementary Educators I engages pre-service elementary teachers in mathematical practices based on deep understanding of underlying concepts. The course covers important topics in problem solving, set theory, number theory, whole numbers and integers. This is the first course in a three-course sequence.
Mathematics for Elementary Educators II
This course engages pre-service elementary teachers in mathematical practices based on deep understanding of underlying concepts. This course takes the arithmetic of the first course and generalizes it into algebraic reasoning. The course also touches on important topics in probability. This is the second course in a three-course sequence.
Teacher Education Diversity
Fundamentals of Diversity, Inclusion, and Exceptional Learners
Students will learn the history of inclusion and develop practical strategies for modifying instruction, in accordance with legal expectations, to meet the needs of a diverse population of learners. This population includes learners with disabilities, gifted and talented learners, culturally diverse learners, and English language learners.
Psychology for Educators
This course prepares candidates to meet the expectations of society and prepares future educators to support classroom practice with research-validated concepts. The course helps future educators to create a framework for refining teaching skills that are focused on the learner, through engaged inquiry of integrating theory, critical issues in psychology, classroom applications with diverse populations, assessment, educational technology, and reflective teaching.
Mathematics Learning and Teaching
Mathematics Learning and Teaching will help you 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. There are no prerequisites for this course.
Algebra for Secondary Mathematics Teaching
Algebra for Secondary Mathematics Teaching explores important conceptual underpinnings, common misconceptions and students’ ways of thinking, appropriate use of technology, and instructional practices to support and assess the learning of algebra. Secondary teachers should have an understanding of the following: algebra as an extension of number, operation, and quantity; various ideas of equivalence as it pertains to algebraic structures; patterns of change as covariation between quantities; connections between representations (tables, graphs, equations, geometric models, context); and the historical development of content and perspectives from diverse cultures. In particular, the focus should be on deeper understanding of rational numbers, ratios and proportions, meaning and use of variables, functions (e.g., exponential, logarithmic, polynomials, rational, quadratic), and inverses. Calculus I is a prerequisite for this course.
Geometry for Secondary Mathematics Teaching (for the 5-12 option)
Geometry for Secondary Mathematics Teaching explores important conceptual underpinnings, common misconceptions and students’ ways of thinking, appropriate use of technology, and instructional practices to support and assess the learning of geometry. Secondary teachers in this course will develop a deep understanding of constructions and transformations, congruence and similarity, analytic geometry, solid geometry, conics, trigonometry, and the historical development of content. Calculus I is a prerequisite for this course.
Statistics and Probability for Secondary Mathematics Teaching (for the 5-12 option)
Statistics and Probability for Secondary Mathematics Teaching explores important conceptual underpinnings, common misconceptions and students’ ways of thinking, appropriate use of technology, and instructional practices to support and assess the learning of statistics and probability. Secondary teachers should have a deep understanding of summarizing and representing data, study design and sampling, probability, testing claims and drawing conclusions, and the historical development of content and perspectives from diverse cultures. Calculus I is a prerequisite for this course.
Mathematics History and Technology
Mathematics History and Technology introduces 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 environment. There are no prerequisites for this course.
Effective Teaching Practices
Secondary Reading Instruction and Interventions
Secondary Reading Instruction and Intervention explores the comprehensive, student-centered Response to Intervention (RTI) assessment and intervention model used to identify and address the needs of learners in grades 5–12 who struggle with reading comprehension and/or information retention. Course content provides educators with effective strategies designed to scaffold instruction and help learners develop increased skill in the following areas: reading, vocabulary, text structures and genres, and logical reasoning related to the academic disciplines. This course has no prerequisites.
Secondary Disciplinary Literacy
Secondary Disciplinary Literacy examines teaching strategies designed to help learners in grades 5-12 improve upon the literacy skills required to read, write, and think critically while engaging content in different academic disciplines. Themes include exploring how language structures, text features, vocabulary, and context influence reading comprehension across the curriculum. Course content highlights strategies and tools designed to help teachers assess the reading comprehension and writing proficiency of learners and provides strategies to support students' reading and writing success in all curriculum areas. This course has no prerequisites.
Instructional Planning and Presentation
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.
Preclinical Experiences in Mathematics
Preclinical Experiences in Mathematics provides students the opportunity to observe and participate in a wide range of inclassroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Students will reflect on and document at least 75 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 and a completed resume.
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 Performance Assessment in Mathematics Education
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.
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 results.
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.