About Lipscomb
Math Specialty Coursework
All candidates seeking the Master of Education with Mathematics Specialty and seeking either initial or advanced teaching licensure will take a total of 33-35 hours of coursework.
All candidates seeking the MEd with Mathematics Specialty will take the following 18 credit hours of Mathematics Education coursework.
MAED 5011 Techniques of Problem Solving (1)
Techniques of problem solving including guess and check, working backwards, making a list, Venn diagrams, and creating and equation are presented.
MAED 5033 Teaching Trigonometry (3)
Trigonometric functions are investigated with an emphasis on the development of identities. Best pedagogical techniques are investigated and current calculator and computer technology are used. This course contains an introduction to complex numbers.
MAED 5043 Teaching Calculus (3)
The theory of limits, derivatives, and integrals is presented with an emphasis on current research in the best pedagogical techniques for the teaching of concept related to functions. Current computer and calculator technology is used.
MAED 5052 Teaching Matrix Algebra (2)
The theory of matrices and determinants is presented with applications to the solution of system of equations. Use of calculator and computer technology is explored.
MAED 5063 Teaching Euclidean Geometry (3)
Topics for Euclidean Geometry including congruence and similarity of triangles and investigations of polygons, circles and measurement are presented. Geometer’s Sketchpad and Cabri Jr. technologies are utilized to study concepts.
MAED 5073 Teaching Elementary Statistics (3)
This course will use a project approach to learning and applying topics from elementary statistics. Various group projects will explore data collection and presentation: measures of central tendency and variability; discrete probability distributions; confidence interval’ hypothesis testing; and other topics. MINITAB software and calculator technology will be used.
MAED 590V Special Topics: Discrete Mathematics (1)
This is a lecture course covering selected topics emphasized on the Praxis content exam in Mathematics. Prerequisite: Admission to the program.
MAED 5121 Applications of Problem Solving Techniques (1)
Techniques of problems solving are applied to problems from geometry, statistics, calculus, trigonometry, and matrix algebra. Group work and presentations are required.
EG 536V Action Research (1)
The student will implement the action research proposal from EG5103 and test its effectiveness by applying the solution in a classroom/school setting. (In EG5103, the student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriate methodology for the research.) A written report and an oral presentation of the project will be completed.
*MAED 5132 Methods of Teaching Secondary Mathematics (2)
Students who have never been certified in a teaching area or who have never taken a “methods of teaching” course will be required to take this course. Students will study current and appropriate methods of teaching mathematics and will be better prepared to enter the teaching profession. This course may be taught with the undergraduate equivalent, MA 3012, as a cross listed course.
Initial Licensure Core Coursework (15 credits)
Candidates seeking the Master of Education with Mathematics Specialty and seeking initial teaching licensure will take the following 15 credit hours of core coursework.
EG 5063 Building Classroom Communities (3)
This course is designed to analyze the relationship among classroom environment, classroom behavior, and learning. Students will explore various classroom discipline and management models and their relationship to degrees of teacher and student control. Particular attention is given to understanding how a teacher’s behavior and/or instructional strategies, styles, and techniques affect student behavior and learning. This course will also explore the importance of family and communitycollaboration.
EG 5023 Principles of Learning (3)
This course is designed to introduce teachers to the profession of teaching and the field of education. In this course students will consider social, cultural and economic issues which have shaped education and the impact of education on U.S. and global economic development. More specifically, the course will address human growth and development theories related to how people learn, social issues that impact schooling practices, the history of education, education in a multicultural society, and emerging trends and issues in education today. Students will learn to engage in critical reflection and will be required to do substantial amounts of reading and writing.
EG 5713 Balanced Literacy (3)
This course is an in-depth look into research on how children become literate and the practical implications of this research. It provides an understanding of research-based instruction regarding a balanced, comprehensive program of instruction in reading, writing and language arts. A balanced approach to reading/language arts instruction includes explicit instructions in basic reading skills and comprehensive strategies for all students, including students with varied reading levels and language backgrounds. Reading readiness, emergent literacy, fluency, vocabulary, comprehension and a variety of reading models are examined. Course objectives and topics are aligned with Tennessee teacher candidate standards for reading and research from the National Reading Panel (2000) and the International Reading Association.
EG 5303 Teaching the Diverse Learner (3)
This course will examine student diversity, including developing and using appropriate, related vocabulary. The student will learn differentiated instructional and assessment strategies that support academic achievement for all students. The course will also develop and understanding of English language learners and special education students within family and community contexts, including contemporary legal issues concerning diverse learners.
EG 5053 Planning, Instruction & Assessment (3)
This course provides pre-service teachers with the knowledge and skills necessary to evaluate and apply effective pedagogical practices in various classroom settings. Students will analyze teaching strategies and will critique and analyze lessons presented in various settings. Likewise, students will write and develop effective unit and lesson plans and corresponding assessments. Students in the course will analyze lesson plans, examine the essential components of effective lesson and unit plans, and will develop plans for curriculum standards provided by the state of Tennessee. Likewise, students will be able to analyze effectively instructional practices and data in order to make sound curricular choices. Students will engage in practice teaching sessions in order to receive feedback from their colleagues and will design assessments in order to demonstrate an understanding of the concepts presented in the course.
Additionally, candidates must take 541C Student Teaching (9) or EG513V Mentoring (4-8) (for individuals with Transitional Licenses only) to complete licensure requirements.
Advanced Licensure Core Coursework (15 credits)
Candidates seeking the Master of Education with Mathematics Specialty and seeking advanced teaching licensure will take the following 15 credit hours of core coursework.
EG 5103 Data Driven Learning Culture (3)
This course will focus on using data to guide planning, instruction, and evaluation at the classroom, school, and district level. The student will exhibit an understanding of basic statistical analysis and research design and methodology.
The course will address best practices for analyzing and evaluating the rigor of curriculum and instruction and monitoring the school’s curricular program, as well as supporting a systematic process of student/teacher assessment and improvement, coaching, and supervision and family engagement. The student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriate methodology for the research. In some programs, the student will complete the action research project in EG 536V.
EG 5203 How We Learn (3)
The student will participate in an advanced study of learning theories, human growth and development, and motivation, including cognitive, emotional, and physical characteristics of children in various age groups. The course will explore current brain research on teaching and learning, the importance of metacognition, and strategies that increase student learning. The student may use case studies and clinical observations to develop the skills and knowledge necessary to identify different learning styles among students and to develop appropriate instructional strategies. Students will learn observation methods used to evaluate and improve instruction.
EG 5213 Instructional Design (3)
This course examines research on effective instruction, strategies to foster student learning at higher levels, and ways to demonstrate that students are meeting high standards. In addition to learning strategic planning for instruction, the student will exhibit skills and knowledge necessary to research, design, and implement instruction for student success in both classroom and team approaches. This course will also consider professional collaboration and development needed to provide research-based instructional strategies and appropriate assessments to help students meet academic standards.
EG 5013 Education in a Global Context (3)
The course places contemporary American education in the context of global, social, cultural and economic systems. Students will explore diversity among learners (e.g., cultural, socio-economic, linguistic, gender, special needs) and the differentiated instructional and assessment strategies that support their academic achievement. This course includes contemporary issues concerning diversity, global perspectives and family engagement.
EG 5343 Curriculum, Instruction, Assessment (3)
This course will include an analysis of curriculum standards, appropriate goals and objectives, formative and summative assessments, and implementation of effective instructional strategies using backward design. The student will investigate the role of school/teacher leaders in curriculum implementation, mapping, gap analysis, pacing, and assessment procedures to address the needs of each learner. The course will emphasize group processes to foster a collaborative culture to support educator development and student learning.