Master of Science in Mathematics Learning & Teaching

Master of Science: 45.0 quarter credits

About the Program

The MS in Mathematics Learning and Teaching is designed for current middle and high school mathematics teachers as well as mathematically inclined elementary teachers. The program is intended to support teachers in teaching mathematics where students learn with understanding, including supporting students in reasoning through the variety of complex mathematical situations that they encounter in the school mathematics curriculum. The Mathematics Learning and Teaching program includes courses with explicit focus on the use of technology in teaching and unpacking, and re-conceptualizing the mathematics of middle and high school curricula. In particular, the program of study involves courses that model best practices in mathematics education, including collaborative problem solving, reflection on practice, and student-centered instruction.

The mathematics education core courses are divided into two sets of courses: introductory (500-level) and advanced (600-level) courses. The introductory courses emphasize content-based and informed pedagogy, representation and communication, connections between multiple representations and multiple solution methods. The advanced courses emphasize common student conceptions, misconceptions and difficulties, diagnosing student thinking, addressing particular students' needs effectively, scaling "individualized instruction," and collaborative instructional design and analysis.

Currently, all courses in this program are offered in an online format.

Building on the existing offerings of this program, a concentration in Math Leadership and Coaching is available and will enable current mathematics teachers and leaders to apply for State-Approved Endorsements in Mathematics Coaching.

For additional information about this program, contact the School of Education.

Admission Requirements

Each candidate will submit the following application materials:

  • Completed application form
  • Appropriate application fee
  • Transcripts (must be provided for every institution attended)
  • Personal essay, providing commitment to program’s unique features
  • Professional resume

Admission to the MS in Mathematics Learning & Teaching program will follow the University standards for admission to graduate study including the receipt of a Bachelor’s degree from an accredited college or university with an earned GPA of 3.0 on a 4.0 scale.

The Mathematics Learning and Teaching (MLT) program is built around the importance of the integration of research and practice and the importance of connecting school teaching practices with university coursework. As a result, there will be a fieldwork component for some courses. These courses require university students to interact with school-aged students, document their activity (ideally with video-recordings), and bring the results of their work back to the university class for collective analysis and reflection. MS and certificate students who are not current classroom teachers will need to obtain the appropriate Child Abuse and Criminal Record clearances for their state to work with school-aged students in schools during the school day. Such program candidates are also advised to talk with area school sin advance of entering one of the MLT programs to obtain the process for arranging the fieldwork components of the MLT courses.

Additional requirements for the MS in Mathematics Learning and Teaching program include:

  • Completion of at least two semesters (or three quarters) of university calculus and at least one university mathematics course beyond university calculus. This additional course must be offered by the mathematics department and cannot include courses on the fundamentals of mathematics, college algebra, or mathematics for elementary school teachers. Exceptions to this requirement will be considered on an individual basis by the program director or the program admissions committee.
  • All students must provide evidence of a current teaching position or must secure a site for field placement and complete the Child Abuse and Criminal Record Clearance by the end of the winter term in the first year in the program.

For additional information, contact the School of Education. Additional information about how to apply is available on the Graduate Admissions at Drexel University website.

Degree Requirements 


Education Core Courses
EDUC 522Evaluation of Instruction3.0
EDUC 524Current Research in Curriculum & Instruction3.0
EDUC 525Multi-Media Instructional Design3.0
Mathematics Education Core Courses
MTED 501Proportional and Algebraic Reasoning3.0
MTED 502Geometry & Spatial Reasoning3.0
MTED 503Data Analysis and Probabalistic & Statistical Reasoning3.0
MTED 511Functions through the Curriculum3.0
MTED 601Diagnosing Student Mathematical Thinking3.0
MTED 611Virtual Field Experience I - Online Mentoring1.5
MTED 612Virtual Field Experience II - Online Mentoring1.5
MTED 621Collaborative Instructional Design & Analysis I3.0
MTED 622Collaborative Instructional Design & Analysis II3.0
MTED 651Problem Solving Strategies3.0
MTED 690Current Research in Mathematics Learning & Teaching3.0
Electives6.0
Total Credits45.0


Building on the existing offerings of the Mathematics Learning and Teaching Program, this concentration will enable current mathematics teachers and leaders to apply for State-Approved Endorsements in Mathematics Coaching. The program is designed to address the needs of math coaches and leaders for all levels of pre-K-12 education. However, the program’s flexible design will allow for students to specialize in preK-12, pre-K-8 or 6-12 mathematics coaching and leadership through appropriate selection of Mathematics Education Core courses.

The tables below shows the courses required for this concentration as well as an example of how they fit into the MS Mathematics Learning & Teaching program.

Mathematics Coaching and Leadership Concentration Courses
MTED 642Mathematics Coaching and Leadership3.0
MTED 643Practicum in Mathematics Coaching and Leadership2.0
EDAM 524Mentoring and Collaborative Leadership3.0
Total Credits8.0

Term 1Credits
EDUC 522Evaluation of Instruction3.0
MTED 503Data Analysis and Probabalistic & Statistical Reasoning3.0
 Term Credits6.0
Term 2
MTED 502Geometry & Spatial Reasoning3.0
MTED 601Diagnosing Student Mathematical Thinking3.0
 Term Credits6.0
Term 3
EDUC 524Current Research in Curriculum & Instruction3.0
MTED 501Proportional and Algebraic Reasoning3.0
 Term Credits6.0
Term 4
MTED 511Functions through the Curriculum3.0
EDAM 524Mentoring and Collaborative Leadership3.0
 Term Credits6.0
Term 5
MTED 651Problem Solving Strategies3.0
MTED 690Current Research in Mathematics Learning & Teaching3.0
 Term Credits6.0
Term 6
MTED 611Virtual Field Experience I - Online Mentoring1.5
MTED 621Collaborative Instructional Design & Analysis I3.0
 Term Credits4.5
Term 7
MTED 612Virtual Field Experience II - Online Mentoring1.5
MTED 622Collaborative Instructional Design & Analysis II3.0
 Term Credits4.5
Term 8
EDUC 525Multi-Media Instructional Design3.0
MTED 642Mathematics Coaching and Leadership3.0
MTED 643Practicum in Mathematics Coaching and Leadership2.0
 Term Credits8.0
Total Credit: 47.0

Courses

MTED 500 Learning and Teaching Number and Operation 3.0 Credits

Course focus is on the key ideas of number and operation and support students in developing a coherent understanding of both our number system and the structural similarities between it and the computation, arithmetic, algebra, and problem solving that appear throughout the school mathematics curriculum.

College/Department: School of Education
Repeat Status: Not repeatable for credit

MTED 501 Proportional and Algebraic Reasoning 3.0 Credits

This course is about learning and teaching algebra, focusing on patterns, functions and graphs, proportionality, and algebraic connections. Participants will collaboratively explore open-ended problems, discussing, evaluating, revising, and analyzing others' solutions. This is the first course in a sequence to prepare teachers for implementing student-centered, content-based and technology-enhanced instruction.

College/Department: School of Education
Repeat Status: Not repeatable for credit

MTED 502 Geometry & Spatial Reasoning 3.0 Credits

This course is about learning and teaching geometry, focusing on characteristics of shapes, representational systems, geometric modeling, and proof. Participants will collaboratively explore open-ended geometric problems, discussing, evaluating, revising, and analyzing others solutions. This is the second of three introductory courses that prepare teachers to enact student-centered learning and teaching.

College/Department: School of Education
Repeat Status: Not repeatable for credit

MTED 503 Data Analysis and Probabalistic & Statistical Reasoning 3.0 Credits

This course is about learning and teaching data analysis and probabilistic and statistical reasoning, focusing on representation of data, measures of center and spread, inferential statistics, proportionality and probability, and introductory statistical analysis. Participants will discuss, evaluate, revise and analyze solutions and methods. This is the third of a 3-course sequence.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT.

MTED 511 Functions through the Curriculum 3.0 Credits

This course will consist of an extended analysis of the conception of function, including its historical development. Participants will gain personal experience in thinking of function as a unifying idea on mathematics as well as with conceptual instructional materials.

College/Department: School of Education
Repeat Status: Not repeatable for credit

MTED 517 Mathematics Methods and Content (PreK-4) 3.0 Credits

Candidates will develop an in-depth understanding of how to effectively deliver standards-aligned academic math content based on age appropriate understanding and individual and group needs, including an appreciation and respect for the individual differences and unique needs of all children in the PK-4 setting. This course requires field experience hours to be completed outside of regular class meetings.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 521 [Min Grade: C]

MTED 518 Advanced Mathematics Methods and Content (PreK-4) 3.0 Credits

This course provides teacher candidates with an advanced perspective on the learning and teaching of mathematics to elementary school students and includes a combination of readings and analysis of current research and activities that integrate mathematical content and pedagogy. This course is designed to support teachers’ understandings of PreK-4 mathematics as well as the way that this content serves as the foundation for advanced elementary and middle school mathematics.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: MTED 517 [Min Grade: B]

MTED 519 Teaching Secondary Mathematics 3.0 Credits

The course focuses on major issues in learning and teaching mathematics in the secondary classroom. Topics will include instructional practices, learning theories, assessment and current research in math. This course also includes multimedia and field-based experiences.

College/Department: School of Education
Repeat Status: Not repeatable for credit

MTED 528 Cultural and Historical Significance of Mathematics 3.0 Credits

The course explores how mathematics reflects and influences the ideas and movements in culture, history, biography and philosophy. An emphasis on teaching methods is integrated throughout the course.

College/Department: School of Education
Repeat Status: Not repeatable for credit

MTED 551 Resources & Strategies for Effective Implementation of Problems-based Instruction 3.0 Credits

This course will enhance teachers' understanding of the Common Core State Standards' Mathematical Practices and the role of problem solving in addressing them. The goal is to develop participants' ability to support approaches that maximize problem-solving discussions in the classroom and strengthen their students' ability to practice perseverance.

College/Department: School of Education
Repeat Status: Not repeatable for credit

MTED 601 Diagnosing Student Mathematical Thinking 3.0 Credits

This course is about student-centered learning and teaching of mathematics. This goal is to develop participants' expertise in analyzing student work, understanding student thinking, and using that understanding to guide subsequent interactions and interventions with the student.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT.

MTED 611 Virtual Field Experience I - Online Mentoring 1.5 Credit

This course utilizes the Math Forum's online learning environment to provide teachers with opportunities to engage with students, diagnose student understandings, and implement appropriate instructional responses. Key to this course is virtual one-on-one interactions and an opportunity to reflect on these interactions. This is the first of a 2-course sequence.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT.
Prerequisites: MTED 601 [Min Grade: C]

MTED 612 Virtual Field Experience II - Online Mentoring 1.5 Credit

This course utilizes the Math Forum's online learning environment to provide teachers with opportunities to engage with students, diagnose student understandings, and implement appropriate instructional responses. Key to this course is continued virtual interactions and an opportunity to reflect on these4 interactions. This is the second of a 2-course sequence.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT.
Prerequisites: MTED 611 [Min Grade: C]

MTED 621 Collaborative Instructional Design & Analysis I 3.0 Credits

This course focuses on teachers identifying critical areas from their colleagues' classrooms that are in need of improvement and designing and implementing a substantive, outcome-driven response. The course will involve intensive analysis of curricular goals, intended student outcomes, lesson planning and classroom-based ?action research?.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT.
Prerequisites: MTED 601 [Min Grade: C]

MTED 622 Collaborative Instructional Design & Analysis II 3.0 Credits

This course is the second of two courses designed to help teachers identify critical areas from their colleagues' classrooms that are in need of improvement and designing and implementing an appropriate response. The course will involve similar tasks and assignments as MDED 621 but will differ in curricular focus.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT.
Prerequisites: MTED 621 [Min Grade: C]

MTED 642 Mathematics Coaching and Leadership 3.0 Credits

This course explores the attributes of effective mathematics coaching. The goal is to develop candidates’ understanding and expertise of the structure, skills, core concepts, facts, methods of inquiry and application of technology required to build and sustain a successful mathematics coaching practice within their chosen specialization (preK-12, pre-K-8 or 6-12).

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: MTED 621 [Min Grade: B]
Corequisite: MTED 643

MTED 643 Practicum in Mathematics Coaching and Leadership 2.0 Credits

This course offers teachers the opportunity to engage in a wide range of practical experiences in authentic educational settings and connect their coaching knowledge with practical issues in real school contexts. As the term develops, participant’s required exposure to learning situations and school settings under the guidance of program faculty and trained mentors will increase significantly. There is a substantial field experience component in this course.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: MTED 621 [Min Grade: B]
Corequisite: MTED 642

MTED 651 Problem Solving Strategies 3.0 Credits

Course focus is on supporting the development of mathematical approaches to problems that allow students to productively engage with and reason through a wide variety of mathematical tasks. Students will develop high levels of competence and sophistication with a wide range of mathematical approaches, including guess and check, consider a simpler problem, analyze in terms of parity, case analysis, etc.

College/Department: School of Education
Repeat Status: Not repeatable for credit

MTED 661 Teach Math Geometer Sketchpad 3.0 Credits

Course explores how the teaching and learning of math in grades 6 through calculus is enhanced by appropriate use of dynamic mathematics software such as Sketchpad. Course activities will include constructing sketches from scratch and using existing activities and highly-authored sketches to cover topics in middle school, algebra, geometry, pre-calculus, and calculus. Sketchpad topics such as animation, action buttons, presentation sketches, custom tools, etc. will also be covered.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT or major is TLC.

MTED 662 Teaching Calculus with Geometer's Sketchpad 3.0 Credits

This course explores teaching the fundamental ideas of calculus, including limits, derivatives, antiderivatives, and integrals through the use of dynamic geometry software. While the course will cover a variety of calculus content, it is not a calculus course. This course is designed to enrich students' understanding of calculus ideas, to corroboratively explore these ideas with colleagues, and to engage in professional conversations about the implications of these experiences and technologies on the teaching of the ideas of calculus at the middle and secondary levels.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT or major is TLC.

MTED 690 Current Research in Mathematics Learning & Teaching 3.0 Credits

This capstone course for the Master of Science program in Mathematics Learning and Teaching will provide students with an introduction to research in mathematics education. Participants will read, analyze, and synthesize seminal research articles in mathematics education and create a proposal for a future classroom-based research project.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is MLAT.

MTED 775 Special Topics in Mathematics Education 3.0 Credits

Covers various topics of particular interest to mathematics teachers and education students.

College/Department: School of Education
Repeat Status: Can be repeated 3 times for 9 credits

Education Faculty

Jennifer Adams, EdD. Associate Clinical Professor.
Kristen Betts, EdD. Clinical Professor. Higher education administration and governance; instructional design and technology; program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania) Program Director of the EdD, Sacramento. Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Sociological explorations of emotions occurring in organizational contexts; organizational development. Contextual issues confronting organizations, such as organizational learning, organizational culture, and communities of practice
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Ellen Clay, PhD (University of Louisiana, Lafayette). Assistant Clinical Professor. Professional development opportunities for teachers in the area of mathematics and mathematical thinking.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
Salvatore V. Falletta, EdD (North Carolina State University) Program Director, Human Resource Development. Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Assistant Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Timothy Fukawa-Connelly, PhD (University of Maryland). Assistant Professor. Undergraduate mathematics education; Examples of mathematical concepts; Statistics education; Proof presentation.
Kathy D. Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management; Transformational leadership; Adult learning; Career development; Organizational effectiveness; Change management.
Rajashi Ghosh, PhD (University of Louisville). Assistant Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Rod P. Githens, PhD (University of Illinois). Associate Clinical Professor. Increasing access to self-sustaining careers through workforce development; Online education.
Roger Geertz Gonzalez, PhD (The Pennsylvania State University). Associate Clinical Professor. Higher education; Student affairs; College Student Civic Engagement; Latinos and Higher Education; Comparative/International Education.
John M. Gould, PhD (University of Pittsburgh) Online EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University) Program Director, Educational Administration. Assistant Clinical Professor. K-3 virtual schooling; Virtual school leadership; Collaborative Technologies; 21st Century learning skills.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies; Science education; Curriculum design; Preparation and development of science educators; Physics in Philadelphia.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota). Professor. Urban education; gender equity; sports science; science literacy and education; conceptual change learning.
Paul Harrington, EdD (University of Massachusetts) Director, Center for Labor Markets & Policy. Professor. Health labor markets; Teen and young adult job access; Disability in the labor market; College labor market; Workforce development, planning, and evaluation.
Francis Harvey, EdD (Harvard University). Associate Professor. Enhanced learning, socio-cultural learning, distance education.
Elizabeth Haslam, PhD (University of Pennsylvania) Program Director of Learning Technologies. Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Deanna Hill, JD, PhD (University of Iowa, University of Pittsburgh) Program Director, Higher Education. Assistant Clinical Professor. Educational law and politics; Access and equity; Critical race theory; Global and international education.
Jennifer Katz-Buonincontro, MFA, PhD (University of Oregon). Assistant Professor. Educational administration; Adult learning; Survey & instrument design; Role of emotion in cognitive (creative) abilities; Psychology of developing creative thinking & problem-solving abilities in leaders.
Kristy Kelly, PhD (University of Wisconsin-Madison) Program Director of Global and International Education. Assistant Clinical Professor. Politics of knowledge; Women and educational leadership; Transnational feminisms; Feminist pedagogies; Training and adult education.
Vera J. Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Literacy teaching and learning K-12, information and digital literacies, preservice and inservice teaching development in diversity theme online courses, sociocultural issues related to teaching English Language Learners and engaging immigrant parents.
Bruce Levine, JD (New York University School of Law) Program Director of Educational Policy. Assistant Clinical Professor. Relationship between US private sector and not-for-profit funders with K-12 systems and higher education; Global/humane/moral/civics education; Holistic approach to urban education.
Kristine S. Lewis Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquense University). Associate Clinical Professor. Positive Communication and Collaboration among Educators, Service Providers and Families of Exceptional Children; Legal Rights of Exceptional Children; Alternative and Early Dispute Resolution in Special Education.
Kenneth J. Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor.
Michel L. Miller O'Neal, PhD (University of Miami, Florida). Assistant Professor. Special education; Autism Spectrum Disorders; Program evaluation
Joyce Pittman, PhD (Iowa State University of Science and Technology) Program Director of the EdD, Harrisburg. Associate Clinical Professor. Educational and digital equity; Online learning pedagogy; Educational reform, policies and practices/teacher education.
Fredricka K. Reisman, PhD (Syracuse University) Director of Drexel/Torrance Center for Creativity and Innovation. Professor. Learning K-8 mathematics; Applying creativity and innovation to engineering education; Applying creativity and innovation to learning in educational and corporate settings.
Lori Severino, EdD (Neumann University) Program Director for Special Education. Assistant Clinical Professor. Reading Comprehension strategies; Brain research in reading; Secondary Reading Assessments.
Jason Silverman, PhD (Vanderbilt University) Director of the Program in Mathematics Learning and Teaching; PhD Director. Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Nancy Butler Songer, PhD (University of California, Berkley) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early Literacy Development; Digital and Information Literacy; Learning differences; Urban education.
Sarah P. Ulrich, EdD (St. Joseph's University) Program Director, Teacher Education. Associate Clinical Professor. Emphasis in Cross Cultural, Language and Academic Development
Sheila Vaidya, PhD (Temple University) Associate Director of Research and Outreach Programs. Associate Professor. Educational psychology, school psychology, research design.
Charles A. Williams, PhD (Temple University) Psychology and Education Stoneleigh Foundation Fellow. Associate Teaching Professor. Prevention of school-aged violence; Bullying awareness, education and prevention; Outcomes for youth in placement; Social skills and learning in school–aged youth.
M. Hope Yursa Assistant Clinical Professor.

Interdepartmental Faculty

Jacqueline Genovesi, PhD (Drexel University) Director of Museum Education Certificate; Vice President, Education, the Academy of Natural Sciences. Assistant Clinical Professor. Museum education, interpretive strategies and museum leadership.
Barbara Jean Hoekje, PhD (University of Pennsylvania) Director of English Language Center. Associate Professor. Sociolinguistic theory, discourse analysis, applied linguistics (language teaching, learning, and testing).
Patricia Henry Russell, MS (Drexel University). Teaching Professor. Probability and statistics.

Emeritus Faculty

Bernard Lentz, PhD (Yale University) Vice Provost for Institutional Research Emeritus. Professor. Institutional research in higher education; Educational and labor market impacts of work-integrated learning; Economics of higher education; Racial and gender equity among faculty in higher education and the learned professions.
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