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MSU Teacher Education Unit (TEU)

Descriptions of Courses in the M.Ed. Elementary Mathematics Concentration

MATH 531: Measurement (3 SH)
This course will concentrate on the concept of measurement. Students will use manipulatives to help demonstrate length, area, and volume relationships and derive the formulas for these measures. They will make measurements of length and area using both standard and non-standard units. Further, students will, within systems of units, work on conversions relative to weight, length, area, volume, and mass.

MATH 532: Problem Solving/Algebraic Reasoning (3 SH)
The first part of this course will focus on Polyaís problem solving process. Students will be guided through the process and learn how to use assessment and evaluation tools. The second part of this course will focus on algebraic thinking. Students will learn about representing patterns mathematically, demonstrating properties of numbers both through manipulatives and symbolically, and apply their problem solving skills to algebraic problems.

MATH 533: Geometry for Elementary Teachers (3 SH)
The primary focus of this course will be the exploration of two- and three- dimensional shapes and their properties. A historical look at Euclidean geometry and constructions using the Euclidean tools of a compass and straight edge will include students relating the properties of various quadrilaterals to those constructions. Students will learn to use proper geometric notation to facilitate their learning as they explore geometry concepts illustrated by interactive applets on the Web through use of the Geometerís Sketchpad.

MATH 534: Probability and Statistics for Elementary Teachers (3 SH)
Students will be introduced to elementary grade level statistics and probability through the process of exploration and problem solving. Appropriate technology will be introduced as needed.

MATH 535: Using Technology to Teach Elementary Mathematics (3 SH)
Teachers will learn how to use specific technologies and discover ways to integrate these technologies into their classrooms. Technologies that will be covered are: graphing calculator, spreadsheet, Geometerís Sketchpad, Math Type, interactive computer applets, Internet resources, and other appropriate mathematical technologies.

ADVANCED STUDY IN SPECIALITY AREA

9.5.7.A.1 The programís advanced content area specialization study is designed to reflect the standards of the National Board for Professional Teaching Standards and professional specialty association recommendations for advanced study.

All Courses: Candidates in all five courses will learn how to implement the standards put forward by the National Council of Teachers of Mathematics. Elements of the NBPTS standards will also be addressed in all courses within the mathematics concentration.

9.5.7.A.2 The programís advanced content area specialization study provides for breadth in the field or for detailed study of one or more specialized aspect of the field, and for access to new research and developments. The program uses a variety of performance assessments of candidatesí understanding and ability to apply that knowledge.

All Courses: Candidates taking all courses in the mathematics concentration will gain breadth in the field of mathematics. They will read and reflect on current literature pertaining to the mathematics content, NCTM standards, and teaching strategies. The candidates will be assessed as they examine and reflect on existing standards-based lesson plans and write some of their own, as they work with manipulatives and other materials to design learning experiences that will facilitate learning by all students, and as they give presentations during class.

ADVANCED STUDY IN PROFESSIONAL EDUCATION

9.5.7.B.2 The program requires advanced study of curriculum theory, design, and delivery. The program uses varied performance assessments of candidatesí understanding and abilities to apply that knowledge.

All Courses: ED 518 addresses curriculum theory. The design and delivery of instruction pertaining to the content areas in the mathematics concentration will be addressed in the math content courses. Candidates in each course will be assessed on their ability to design and deliver instruction using a variety of teaching strategies and tools.

9.5.7.B.3 The program requires advanced study of multiple means of assessing and evaluating diverse studentsí learning. The program uses varied performance assessments of candidatesí understanding and abilities to apply that knowledge.

All Courses: Candidates will do micro-teaching activities in these courses. They will be assessed on their written reflections concerning lesson plans and delivery methods used and learned in these courses.

Coverage of North Dakota Program Approval Standards for Advanced Programs for Teachers: Advanced Study in a Specialty Area-Master of Education: Elementary Mathematics Concentration at Minot State University

Elementary Math

M. Ed. Program Assessment System

The M.Ed. ad hoc committee was formed in the Fall of 2003 to develop and administer policies and procedures for the new and growing M.Ed. degree. The following assessment plan was developed by the M.Ed. committee and approved at the December 4, 2004 meeting. This assessment plan is still in the process of becoming fully defined; this process will continue throughout the spring of 2004.

The M.Ed. program uses the conceptual model shared by all teacher education programs on the Minot State University campus (Action, Reflection and Knowledge or ARK). At the November 14, 2003 meeting of the M.Ed. ad hoc committee, the National Board for Professional Teaching Standards were adopted as the goals for the M.Ed. program. Thus, the assessment system is designed to evaluate candidate success in achieving those standards. The entire assessment system should be in place by Fall of 2004. Data gathered through this assessment process will be kept in a database housed in the Department of Teacher Education and Human Performance. The M.Ed. committee will meet yearly to review data and examine potential program revisions.

NBPTS Proposition #1: Teachers are committed to students and their learning

1) Rubric based assessments of assignments in education core courses:
ED 519 Diversity in a Global Perspective
ED 535 Models of Teaching and Learning
2) Rubric based assessment of culminating degree project:
ED 598 Project and Report
BIT 598 Project and Report
ED 599 Thesis
BIT 599 Thesis
SPED 599 Thesis
3) Likert scale survey of candidates following completion of degree program
4) Likert scale survey of employers/supervisors of candidates following completion of degree program

NBPTS Proposition #2: Teachers know the subjects they teach and how to teach those subjects to students
1) Rubric based assessments of assignments in concentration courses:
Elementary Education Concentration:
ED 522 Curriculum Design and Assessment
ED 524 Current Trends in Science
ED 526 Current Trends in Mathematics
ED 528 Current Trends in Reading and Language Arts
ED 530 Current Trends in Mathematics
English Education Concentration:
ENGL 515 Professional Issues and Methods
ENGL 525 Topics in English Pedagogy
ENGL 526 Topics in Teaching Literature
ENGL 545 Topics in Teaching Writing
Elementary Mathematics Concentration: MATH 531 Measurement
MATH 532 Problem Solving/Algebraic Reasoning
MATH 533 Geometry for Elementary Teachers
MATH 534 Probability Statistics for Elementary Teachers
MATH 535 Using Technology to Teacher Elementary Mathematics
Special Education concentration:
SPED 542 Methods and Materials of Teaching the Developmentally Disabled
SPED 572 Methods of Teaching the Learning Disabled
SPED 504 Introduction to Preschool Children with Disabilities
Gifted and Talented Education concentration:
ED 510 Characteristics of Gifted Children and Teaching Strategies
ED 512 Student Teaching in Gifted Education
2) Likert scale survey of candidates following completion of degree program
3) Likert scale survey of employers/supervisors of candidates following completion of degree program

NBPTS Proposition #3: Teachers are responsible for managing and monitoring student learning
1) Rubric based assessments of assignments in concentration courses:
Elementary Education Concentration:
ED 522 Curriculum Design and Assessment
ED 524 Current Trends in Science
ED 526 Current Trends in Mathematics
ED 528 Current Trends in Reading and Language Arts
ED 530 Current Trends in Mathematics
English Education Concentration:
ENGL 515 Professional Issues and Methods
ENGL 525 Topics in English Pedagogy
ENGL 526 Topics in Teaching Literature
ENGL 545 Topics in Teaching Writing

Elementary Mathematics Concentration:
MATH 531 Measurement
MATH 532 Problem Solving/Algebraic Reasoning
MATH 533 Geometry for Elementary Teachers
MATH 534 Probability Statistics for Elementary Teachers
MATH 535 Using Technology to Teacher Elementary Mathematics
Special Education concentration:
SPED 542 Methods and Materials of Teaching the Developmentally Disabled
SPED 572 Methods of Teaching the Learning Disabled
SPED 504 Introduction to Preschool Children with Disabilities
Gifted and Talented Education concentration:
ED 510 Characteristics of Gifted Children and Teaching Strategies
ED 512 Student Teaching in Gifted Education
2) Likert scale survey of candidates following completion of degree program
3) Likert scale survey of employers/supervisors of candidates following completion of degree program

NBPTS Proposition #4: Teachers think systematically about their practice and learn from experience
1) Rubric based assessments of assignments in education core courses:
ED 535 Models of Teaching and Learning
2) Rubric based assessments of culminating degree project:
ED 598 Project and Report
BIT 598 Project and Report
ED 599 Thesis
BIT 599 Thesis
SPED 599 Thesis
3) Likert scale survey of candidates following completion of degree program
4) Likert scale survey of employers/supervisors of candidates following completion of degree program

NBPTS Proposition #5: Teachers are members of learning communities

1) Professional Membership survey at time of application and time of graduation
2) Rubric based assessments of culminating degree project:
ED 598 Project and Report
BIT 598 Project and Report
ED 599 Thesis
BIT 599 Thesis
SPED 599 Thesis
3) Likert scale survey of candidates following completion of degree program
4) Likert scale survey of employers/supervisors of candidates following completion of degree program