MASTER OF ARTS FOR THE TEACHING MATHEMATICS DEGREE
The MATM program is designed to upgrade the mathematical and educational expertise of practicing (or those intending to be practicing) secondary teachers. Mathematics is best taught by people who know and enjoy mathematics, and the program seeks to produce individuals with strong mathematical backgrounds who are committed to the teaching of mathematics. The program is flexible so that a participant can build on his/her background without having to spend too much time doing remedial work.
The aim of the program is to train future leaders of the pre-college mathematics community - dedicated teachers who will be developing and refining classroom materials and be closely involved in the decisions affecting the future of pre-college mathematics.
This program fills a gap that presently occurs between existing Masters' degree programs in Education and the traditional Master of Science degree program in Mathematics. The former stress educational theory, method and practice, while the latter is regarded as preparatory for subsequent Doctoral studies or nonacademic employment. By contrast, the MATM program leads to a terminal degree, emphasizing subject knowledge but also recognizing the importance of further professional education course work.
We recognize that high school math teachers have varied backgrounds in mathematics, so it is inappropriate to have exactly the same requirements for all students in the program. For example, some may have recently graduated and have had Math 373, 474, and 475 within the last five years. For them, we would supply other courses of a more advanced nature. On the other hand, we should accept those with weaker backgrounds and allow them to take the aforementioned courses (naturally giving them extra work to do) with a graduate number and allow them to count towards the degree. The same would hold for those that had those courses many years ago and have effectively forgotten the ideas contained therein. In addition, if the student has not had these courses then we may legitimately allow students to include 285, 310, 311, 330, 331, 352, 410, 420, 430, 440, 485, 486, 488 as part of the degree requirements with the same proviso as mentioned above. We have several topics courses at the 600 and 700 level which may be used to implement the above. (Specific details of the precise requirements are provided below)
The MATM degree is a service degree and its inclusion in UNR's degree programs is entirely consistent with the University's role as a land grant school and the accompanying obligation to offer some degree programs that are of direct and immediate applicability to Nevada.
The requirements of the graduate school will be followed. These are 32 graduate credits, with at least 15 of these being at 700 course level; of these 32 credits, 23 will be in mathematics and 9 in professional education. No thesis is required. Specific Requirements and credit are as follows: MATM CREDIT WILL NOT BE GIVEN FOR ANY COURSE TAKEN AS AN UNDERGRADUATE OR FOR ANOTHER DEGREE.
285 (2 credits for 778)
311 (3 credits for 777)
440 (3 credits for 777)
352 (3 credits for 778)
410 (3 credits for 777)
420 (3 credits for 778)
430 (3 credits for 777)
452 (3 credits for 776)
485 (3 credits for 776)
486 (3 credits for 776)
488 (3 credits for 777)
Special MATM offerings such as Set Theory, Number theory, Projective Geometry, etc. (2-3 credits for one of 776, 777, 778 depending on content).
Professional Education Courses: Courses totaling 9 credits may be selected from the following list. (This is not a complete list of acceptable courses and the particular courses will be chosen in consultation with the candidate's graduate advisory and examining committee.)
Additionally, to qualify for the MATM degree the candidate must pass a written comprehensive examination covering three of the core courses (310, 330, 331, 373, 674, 675) and one other math course taken for 700 level credit and then must pass a final oral examination. The graduate committee of the Department of Mathematics is responsible for the administration and evaluation of the comprehensive examination, while the final oral examination is conducted by the candidate's graduate advisory and examining committee.
In summary, the MATM curriculum will provide subject matter courses and professional education courses designed to enrich a secondary school teacher's background and knowledge. The program emphasizes the attainment and teaching of knowledge rather than its discovery. Conduct of research is not a central theme of the program. Of course, students may take courses in which research is undertaken, but the prime emphasis will be on teaching the program candidates how to evaluate research and adapt it effectively to the secondary school classroom setting.
From the standpoint of organization, the College of Arts and Science will be the home of the MATM program with the Department of Mathematics effecting the day-to-day administration.
Final Revision 12/7/98
1 In the case of 331 the student must also pass 182,283, and 285 if they did not have these as an undergraduate. The student is strongly advised to have a background of 283 in order to take 310 so in either instance the calculus sequence will form a strong foundation for the MATM degree.