M.Ed. in Curriculum Studies - Mathematics Education (online)
This information is only applicable for students who started the program in Fall 2012. As of Fall 2013, we are offering a Master of Professional Education (MPEd) in Curriculum Studies with a focus on Mathematics.
The Master of Education in the field of Curriculum Studies (with a focus on Mathematics) is designed to prepare candidates for professional and/or leadership roles in Education. Through situating the program within a practitioner-scholar approach, candidates will develop competencies in effectively using and creating research and applying knowledge and techniques to solve authentic problems of practice related to mathematics education. Students will experience a program solidly embedded within the adult learning literature and employing signature pedagogies; an in-situ opportunity designed to facilitate the application of research and theoretical knowledge; a participatory culture; technologies to map knowledge and knowledge-producing systems through eLearning; and, a cohort model constructed on the principles underlying communities of learners. Although research is embedded within all courses, the program itself is course-based and offers a research practicum component in the final term.
Click on the links below for more information on the Masters of Education in the field of Curriculum Studies (Mathematics Education):
For admission to the Master of Education program, students must possess a four-year degree from an accredited university. The School of Graduate and Postdoctoral Studies requires at least a 70% average in senior level academic courses, as determined by the School of Graduate and Postdoctoral Studies, taken in the last two full-time years of the undergraduate degree.
Applicants whose first language is not English must furnish evidence of their proficiency in the use of the English language by a satisfactory achievement within the last two years in one of the following:
- The Test of English as a Foreign Language (TOEFL). The minimum acceptable score is 86, which no individual score below 20 for the internet based version; 213 for the standard electronic version; or 550 for the paper and pencil version.
- The International English Language Testing Service (IELTS) of the British Council. The minimum acceptable score if 6 out of 9. The IELTS is offered in 6 test centers in the US and 3 in Canada.
- The Michigan English Language Assessment Battery (MELAB) of the University of Michigan. Arrangements to write MELAB may be made online.
- The Canadian Academic English Language Assessment (CAEL Assessment). The minimum acceptable score is 60. The CAEL Assessment is offered in several countries throughout the world as well as Canada.
Students who are required to present evidence of proficiency in English must make their own arrangements to write the TOEFL, IELTS, MELAB or CAEL and to have the official results sent directly to the School of Graduate and postdoctoral Studies by the testing agency.
Other formal evidence of graduate level proficiency in English (as determined by the School of Graduate and Postdoctoral Studies) may be considered in lieu of these test scores.
Faculty conducting research in the area of Curriculum Studies - Math Education:
George GadanidisAssociate Professor
Route of Study
The route of study for this program is Professional Route (course-based option) only. Students will take a minimum of seven half-courses and a practicum course.
Students join together as members of a cohort that collaborates as a professional and academic community of practice. Each cohort group will proceed through the program together, enrolling in the required courses. This cohort structure will provide ongoing support within the course work. In this approach, a group of 20 students will be admitted each year. To ensure the integrity of the cohort model, a continuous enrollment requirement will be necessary which will necessitate that students complete all the required courses within the timeframe stipulated.
The M.Ed. in Curriculum Studies - Mathematics Education (online) program is designated as a part-time program.
Part-time - A typical part-time course load for those working full time is one course in the Fall term, one course in the Winter term, and two courses in the Summer term (one in Intersession and one in Summer Session)
Online Study and Technology Recommendations
This program is fully online.
Online and onsite courses are available via the Sakai OWL platform, although instructors of onsite courses use this tool to varying degrees as well. Access to a course in Sakai OWL is typically opened the first business day of each term. Please note that although your own access may be granted prior to the first business day, course content may not be posted until closer to the scheduled term start. Your Western University login and password is required to access the course (your Western email without the @uwo.ca and its accompanying password). Access to Sakai OWL is found here: http://owltoo.uwo.ca.
For online courses, students are required to have access to the following:
- High speed Internet access
- Access to a computer that enables connection to outside websites (flexible firewall restrictions)
- Multimedia playback capabilities (video/audio)
- Computer capable of running a recent version of Internet Explorer, Safari, or Firefox; and/or Cisco MOVI client for PC or Mac
- Audio headset and microphone for computer
Typical Program of Study
Each specialization course will be framed within an overarching problem of practice which will serve as the catalyst for identifying other problems and issues of practice candidates encounter in their own work and for engaging in problem solving, evaluation and applied inquiry. Coursework will be loosely structured to supplement and guide this inquiry around the content area, theoretical formulations, and research findings. The goal is to develop students abilities to employ research and theory literacy as well as complex problem solving processes as they weave together theoretical formulations, results of empirical research, and knowledge and experience from real-life situations into a comprehensive analysis of the problem of practice. Ultimately, our goal within each course is for students to develop an inquiry stance to examine and collaboratively address from various theoretical and research perspectives authentic problems of practice in their professional work.
Program Sequence and Detail
Students will take one course in the Fall, one course in the Winter, and two courses in the Summer (one in Intersession and one in Summer Session) for two years.
The programs concentration in mathematics education exposes students to context-specific best practices and cutting edge research and emphasizes the application of theory to practice. Students are also provided with opportunities to view practice within context and apply their research and theoretical knowledge in their emergent roles as professionals within a laboratory of practice. The year ends with teams of students collaborating engaging in the development of a capstone project.
|Year 1 Fall||The Changing Mathematics Curriculum||The content of the current mathematics curricula in Ontario and some other jurisdictions is studied and compared with earlier curricula in order to understand the ways in which the content, emphasis and assumptions about classroom activities are changing in response to forces within and outside the school.|
|Year 1 Winter||Teaching and Learning Mathematics Today||The theoretical perspectives associated with learning and pedagogy in mathematics in the face of emerging technologies. Participants will be expected to reflect critically on both theory and practice, based upon psychological, epistemological, mathematical perspectives in light of how technology changes the mathematics that is taught in schools.|
|Year 1 Summer -
|Mathematics for Teachers Part I||This course is about experiencing good mathematics as a learner and exploring the benefits of change in teaching: to develop more connected knowledge, consistent beliefs, and positive attitudes towards mathematics and its teaching and learning; and to provide direct models for different ways of teaching mathematics.|
|Year 1 Summer - Summer Session||Mathematics for Teachers Part II||This course is about experiencing good mathematics as a learner. It offers opportunities to learn mathematics in addition to what a teacher might have learned at school, university, and in practice. Course activities include doing and thinking about mathematics in the context of non-routine mathematics tasks. The mathematics tasks used in the course are tasks that can be used in elementary classrooms. The aim of the course is to explore benefits of change in teaching: to develop more connected knowledge, consistent beliefs, and positive attitudes towards mathematics and its teaching and learning; and to provide direct models for different ways of teaching mathematics.|
|Year 2 Fall||Inclusive and International School Mathematics||The content of mathematics curricula and texts in a number of countries is studied to identify the ways in which some of the content is included or excluded, the nature of the examples and problems presented to students, the assumptions embedded in materials as to how children and young adults learn mathematics, and the changes implemented for more inclusive mathematics for diverse populations.|
|Year 2 Winter||Mathematics Classroom Research with and by Teachers||This class introduces teachers to the design of research done by and with teachers in mathematics education. Participants explore and critique design features of selected research projects carried out in Canada and elsewhere. Candidates are also trained in research methods specific to projects such as mathematics teaching experiments, and lesson and learning study.|
|Year 2 Summer - Intersession
||Mathematics Education Through the Arts||What can we learn from the Arts about designing effective mathematics teaching, learning, and communication? This course explores parallels between what makes for a good math lesson or learning experience and what makes for a good book or a good movie. The course also explores how the Arts may be used to enhance student communication in mathematics.|
|Year 2 Summer - Intersession &
|Capstone Project||The practicum provides students with opportunities to expand breadth of experience and to gain working knowledge of applied theories in a real-world education setting. In this practicum, students will develop a philosophy of practice, gain practical experience under the supervision of professional staff members, and perform duties and functions common to higher education.|