Mathematics Learning & Teaching

Major: Mathematics Learning and Teaching
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.1311
Standard Occupational Classification (SOC) code:
25-2022; 25-2031

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 Probabilistic & 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
Total Credits45.0

Math Leadership and Coaching Concentration

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 Probabilistic & 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

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
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.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
Salvatore V. Falletta, EdD (North Carolina State University). 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.
Alonzo Flowers III, PhD (Texas A&M University). Assistant Professor. Higher Education/Higher Education Administration.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh). Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University). 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.
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) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (University of Pennsylvania). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine 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.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Assistant Professor. Educational administration. Contextually responsive leadership, leadership for social justice, leadership for learning, community school strategies.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University). Assistant Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). 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.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education.
Nancy Butler Songer, PhD (University of California, Davis) 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, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
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