Mathematics Education M.S.
Degree: Master of Science
https://www.towson.edu/fcsm/departments/mathematics/grad/education/
Program Director: Diana Cheng
Phone: 4107042086
Email: dcheng@towson.edu
The Master of Science in Mathematics Education program at Towson University provides mathematics teachers with advanced study in mathematics, mathematics education and general education. The program offers teachers additional experience in higherlevel mathematics to enhance their teaching with additional depth and breadth of content. At the same time, it strengthens their backgrounds in the school mathematics curriculum, instructional practices, assessment and technology. It also provides them a relevant way of satisfying their inservice requirements for professional advancement.
The program offers two tracks: Secondary School and Middle School. Both tracks require students to take four courses in Mathematics Education (with a focus on pedagogy, integration of technology, and the context of school mathematics), three general education electives, and five mathematics content courses. The two tracks differ primarily in the content focus and level of the mathematics courses. The program was designed with onthejob teachers in mind, with parttime studies in the evenings and summers available; however, fulltime students are also welcome.
Secondary School Track
The Secondary School Track is aimed at current secondary mathematics teachers. Students in this track take mathematics courses to extend their knowledge beyond a bachelor's degree in secondary mathematics, giving them access to powerful mathematics ideas to take into the classroom.
It is expected that graduates of this program will become leaders in mathematics education as master teachers, curriculum developers, mathematics supervisors and other positions that improve the teaching of mathematics in secondary schools. The special strength of this program is the opportunity to study higher mathematics content without leaving the field of school mathematics.
Middle School Track
The Middle School Track is designed to target current and future middle school mathematics teachers who are elementary or middle school certified. Students in this program will broaden and deepen their mathematical content knowledge through courses that target the conceptual ideas of middle school mathematics and beyond.
It is expected that graduates of this program will become leaders in mathematics education in positions that improve the teaching of mathematics in middle schools. The particular benefit of this track is the opportunity to learn mathematics concepts and skills that are meaningful and applicable for classroom teachers in grades 38. Professors will model best practices in instructional techniques to enhance students' learning of both mathematics and pedagogical skills.
Admission Requirements
Application deadlines and a full listing of materials required for admission for the Middle School track and Secondary School track can be found on the website.
Degree Requirements
The student is required to successfully complete a total of at least 30 units of course work (with no more than 9 units below the 600 level), as outlined below.
Secondary School Track
Code  Title  Units 

Section A: Core Required Courses in Mathematics Education, School Mathematics and Pedagogy  
MATH 602  MATHEMATICS IN SOCIETY: PAST AND PRESENT  3 
MATH 626  MAKERSPACE TECHNOLOGY IN SCHOOL MATHEMATICS  3 
Section B: Courses in General Education and Pedagogy  
Students complete a total of two educationrelated courses. The following are examples of such courses:  6  
SEMINAR IN TEACHING ADVANCED PLACEMENT CALCULUS  
CONCEPTS AND ISSUES IN EDUCATION  
INFORMING EDUCATIONAL PRACTICE TO EFFECT CHANGE  
MATTERS OF DIVERSITY, EQUITY, AND EMPOWERMENT IN LEARNING COMMUNITIES  
ADVANCED PROCESSES OF TEACHING AND LEARNING  
Section C: Mathematics Foundation  
Students complete five courses, one course from each of category and one additional course from any category:  15  
Algebra  
LINEAR ALGEBRA  
NUMBER THEORY  
ALGEBRAIC STRUCTURES  
Analysis  
NUMERICAL ANALYSIS I  
INTRODUCTORY REAL ANALYSIS  
or MATH 628  REAL ANALYSIS FOR TEACHERS  
COMPLEX ANALYSIS  
TOPOLOGY  
FOURIER ANALYSIS WITH APPLICATIONS  
Geometry  
DIFFERENTIAL GEOMETRY  
TOPICS IN GEOMETRY  
CHAOTIC DYNAMICS AND FRACTAL GEOMETRY  
Statistics/Probability  
PROBABILITY  
MATHEMATICAL STATISTICS  
STATISTICS THEORY AND APPLICATIONS FOR TEACHERS  
Section D: Mathematics Methods  
MATH 625  ADVANCED PEDAGOGY FOR SECONDARY MATHEMATICS  3 
Total Units  30 
Middle School Track
Code  Title  Units 

Section A: Core Required Courses in Mathematics Education, School Mathematics and Pedagogy  
MATH 602  MATHEMATICS IN SOCIETY: PAST AND PRESENT  3 
MATH 626  MAKERSPACE TECHNOLOGY IN SCHOOL MATHEMATICS  3 
Section B: Courses in General Education and Pedagogy  
Students complete a total of two educationrelated courses. The folllowing are examples of such courses.  6  
SEMINAR IN TEACHING ADVANCED PLACEMENT CALCULUS  
CONCEPTS AND ISSUES IN EDUCATION  
INFORMING EDUCATIONAL PRACTICE TO EFFECT CHANGE  
MATTERS OF DIVERSITY, EQUITY, AND EMPOWERMENT IN LEARNING COMMUNITIES  
ADVANCED PROCESSES OF TEACHING AND LEARNING  
Section C: Mathematics Foundation  
MTED 611  ALGEBRA IN THE SCHOOL CURRICULUM  3 
MTED 613  MATHEMATICAL MODELING IN THE SCHOOL CLASSROOM  3 
Students complete three courses, one from each category:  9  
Analysis  
NUMERICAL ANALYSIS I  
INTRODUCTORY REAL ANALYSIS  
or MATH 628  REAL ANALYSIS FOR TEACHERS  
COMPLEX ANALYSIS  
TOPOLOGY  
FOURIER ANALYSIS WITH APPLICATIONS  
CALCULUS THROUGH TECHNOLOGY FOR MIDDLE SCHOOL TEACHERS  
Geometry  
DIFFERENTIAL GEOMETRY  
TOPICS IN GEOMETRY  
CHAOTIC DYNAMICS AND FRACTAL GEOMETRY  
GEOMETRY FOR MIDDLE SCHOOL TEACHERS  
Statistics/Probability  
PROBABILITY  
MATHEMATICAL STATISTICS  
STATISTICS THEORY AND APPLICATIONS FOR TEACHERS  
DATA ANALYSIS FOR MIDDLE SCHOOL TEACHERS  
Section D: Mathematics Methods  
MTED 605  MIDDLE SCHOOL MATHEMATICAL METHODS AND PROBLEM SOLVING  3 
Total Units  30 

Students will develop deep and connected knowledge of mathematics content across multiple domains aligned with their teaching level (such as number, algebra, statistics and probability, geometry).

Students will integrate their knowledge of instructional technology to inform their lesson planning and pedagogical approaches, in support of effective and equitable mathematics teaching.

Students will use evidencebased practices to reflect on their teaching to promote continuous improvement for student learning of mathematics, with the goal of supporting effective and equitable teaching.