Mathematics Specialist (K-8)
(M.A.Ed., Ed.S. in Curriculum and Instruction)
New Cohort Beginning in Fall 2018 at the Roanoke Higher Education Center
This program is offered to anyone who would like to earn Mathematics Education (M.A.Ed., Ed.S. in Curriculum and Instruction) only. If you are interested in State of Virginia Licensure, applicants should apply for Mathematics Education Licensure program that lists all the licensure/endorsement requirements.
Campus: Roanoke HEC
Instructions: On Campus (Roanoke HEC)
We believe that all teacher educators must be prepared to provide equity and access for all learners at all educational levels, kindergarten through doctoral studies.
Our Mathematics Specialist program
The Mathematics Specialist Program at Virginia Tech is designed for in-service teachers in grades K-8. The program is a cohort program made up of 33 hours of coursework focusing on mathematics education leadership and mathematics content specific to grades K-8. The Mathematics Specialist Program leads to a Master's of Education Degree (MAED) or Education Specialist Degree (EdS) in Curriculum and Instruction.
Why Study Mathematics Education Here?
This program is nationally accredited. Our math education faculty focus on preparing highly-qualified math teachers while engaging in innovative research on teaching and learning. With some members residing in the Department of Teaching & Learning and others in the Math Department, our faculty take advantage of opportunities to collaborate with additional Virginia Tech faculty members across the School of Education and the College of Science.
What You’ll Study
At least 18 of the 33 credits including the Number and Operations course, Mathematics Education Leadership I and II courses, the 6 hours of field experience and at least one other math content course should be from Virginia Tech. The other 15 hours may be from Virginia Tech or from other partner universities as approved by the student's advisor.
- Three years of successful teaching experience in grades K-8.
- At least 6 hours of undergraduate or graduate mathematics coursework.
Mathematics Courses (15 hours)
- MATH 5614: Number and Operations for K-8 Teachers (3 hours: Prerequisite for other courses)
- MATH 5614: Rational Numbers and Proportional Reasoning for K-8 Teachers (3 hours)
- MATH 5614: Probability and Statistics for K-8 Teachers (3 hours)
- MATH 5614: Geometry and Measurement for K-8 Teachers (3 hours)
- MATH 5614: Algebra and Functions for K-8 Teachers (3 hours)
Mathematics Education Courses (15 hrs)
- EDCI 5774: Mathematics Education Leadership I (3 hours)
- EDCI 5784: Mathematics Education Leadership II (3 hours)
- EDCI 5234: Adv. Curriculum and Instruction in Elem. and Middle School Mathematics (3 hours)
- EDCI 5764: Externship in Education (6 hours)
Research Course (3 hrs)
- EDCI 5784: Research in Assessment and Diagnosis for K-8 Mathematics (3 hours)
Final project to be planned with university advisor.
- Mathematics Education
- Quantitative Literacy
- Mathematics Beliefs and Attitudes
- Children’s development of fractions concepts
- Teaching and learning of probability and statistics
- Students' understanding of linear algebra
- Development of mathematical meaning over time (for both individual students and the classroom as a collective community) and explores ways to coordinate the analyses at the individual and collective levels
- Students' development of formal ways of reasoning about mathematical concepts via authentic participation in discipline-specific mathematical activities
- Building models of how middle school students construct their integer (signed number) concepts
- Incorporating results from learning research into mathematics education policy and instruction
Mathematics Education Research Highlights
- Norton, A., Wilkins, J. L. M., & Xu C. Z. (2018). A progression of fraction schemes common to Chinese and U.S. students. Journal for Research in Mathematics Education, 49(2), 210-226.
- MacDonald, B. L., & Wilkins, J. L. M. (2017). Seven types of subitizing activity characterizing young children's mental activity. In S. Marx & S. L. Gregory (Eds.), Qualitative research in STEM, (pp. 256-286). New York, NY: Routledge.
- Sloane, F. C., & Wilkins, J. L. M. (2017). Aligning statistical modeling with theories of learning in mathematics education research. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 183-207). Reston, VA: National Council of Teachers of Mathematics.
- Ulrich, C., & Wilkins, J. L. M. (2017). Using written work to investigate stages in sixth-grade students' construction and coordination of units. International Journal of STEM Education, 4:23.
- Wilkins, J. L. M., & Ulrich, C. (2017). The role of skip counting in children's reasoning. Virginia Mathematics Teacher, 43(2), 8-14.
- Skaggs, G., Wilkins, J. L. M., & Hein, S. F. (2017). Estimating an observed score distribution from a cognitive diagnostic model. Applied Psychological Measurement, 41(2), 150-154.
- Kreye, B., & Tilley-Lubbs, G. A. (2014) Collaboration for authentic preservice teacher experiences: Mathematics and English as a second language. International Journal of Teaching and Learning in Higher Education, Vol. 25, No. 3.
Students interested in applying to the Mathematics Specialist K-8 (M.A.Ed., Ed.S. in Curriculum and Instruction) should contact the program leader, Dr. Jay Wilkins, by email at email@example.com.
Visit our office at 300C War Memorial Hall (0313), 370 Drillfield Drive, Blacksburg, VA 24061
*Review of applications will begin on March 15, 2018. Applications received by this date will receive full consideration. After this date applications will be reviewed until the program is full.
State of Virginia Licensure Applicants
This program is offered to anyone who would like to earn Mathematics Specialist K-8 (M.A.Ed. , Ed.S. in Curriculum and Instruction) only. If you are interested in State of Virginia Licensure, applicants should apply for Mathematics Education Licensure program that lists all the licensure/endorsement requirements.