List of Mathematics Education, Education Research, Education Perspectives Courses

Here is a partial list of courses that students commonly take in the mathematics education doctoral program.
Course: MTHE 840 Critical Content of School Mathematics: Numbers and Operations
Semester: Spring of odd years
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Restrictions: Open to graduate students.
Description: Mathematical foundations of numbers, number systems, and related algorithms. Historical development. Development in school curriculum. Research on teaching and learning.
Course: MTHE 841 Critical Content of School Mathematics: Algebra
Semester: Fall of odd years
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Recommended Background: MTH 310 and MTH 320
Restrictions: Open to graduate students.
Description: Mathematical foundations of algebra. Historical development. Development in school curriculum. Research on teaching and learning.
Course: MTHE 842 Critical Content of School Mathematics: Geometry
Semester: Spring of even years
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Recommended Background: MTH 330 or MTH 432
Restrictions: Open to graduate students.
Description: Mathematical foundations of geometry. Instructional materials. Historical development. Development of geometry in school curriculum. Research on teaching and learning.
Course: MTHE 879 Teaching College Mathematics
Semester: Fall of even years
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Reenrollment Information: A student may earn a maximum of 6 credits in all enrollments for this course.
Recommended Background: Past or concurrent mathematics teaching experience.
Description: Curriculum materials, case studies, approaches to teaching and student learning of particular mathematics topics.
Interdepartmental With: Counseling, Educational Psychology and Special Education, Mathematics, Teacher Education
Administered By: Mathematics Education
Course: MTHE 926 Proseminar in Mathematics Education I
Semester: Fall of odd years
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Description: Research on the learning and teaching of mathematics. Focus on curriculum, discourse, equity and teacher education.
Interdepartmental With: Counseling, Educational Psychology and Special Education, Mathematics, Teacher Education
Administered By: Mathematics Education
Course: MTHE 927 Proseminar in Mathematics Education II
Semester: Fall of even years
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Description: Research on the learning and teaching of mathematics. Focus on teaching, student learning, assessment and policy.
Interdepartmental With: Counseling, Educational Psychology and Special Education, Mathematics, Teacher Education
Administered By: Mathematics Education
Course: MTHE 954 Design and Methods in Mathematics Education Research
Semester: Fall of every year
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Recommended Background: (MTHE 927) and at least one approved research methods course.
Description: History, current trends, and issues pertaining to research design and methods in mathematics education research. Mathematics education research in the areas of policy, teaching, teacher learning, and student learning with particular attention to how research design influence research findings.
Interdepartmental With: Counseling, Educational Psychology and Special Education, Mathematics, Teacher Education
Administered By: Mathematics Education
Course: MTHE 990 Independent Study
Semester: Fall of every year, Spring of every year, Summer of every year
Credits: Variable from 1 to 3
Reenrollment Information: A student may earn a maximum of 12 credits in all enrollments for this course.
Restrictions: Open to doctoral students.
Description: Individualized study for doctoral level students.
Course: MTHE 995 Research Practicum
Semester: Spring of every year
Credits: Total Credits: 3
Recommended Background: MTHE 954
Restrictions: Open to graduate students in the Mathematics Education Major. Approval of department.
Description: Supervised research practicum. Design, execution, analysis, presentation, critique, and revision of research projects.
Course: MTHE 997 Special Topics in Mathematics Education
Semester: Fall of every year, Spring of every year, Summer of every year
Credits: Variable from 3 to 6
Reenrollment Information: A student may earn a maximum of 18 credits in all enrollments for this course.
Description: Advanced topics in mathematics education.
Course: MTHE 999 Doctoral Dissertation Research
Semester: Fall of every year, Spring of every year, Summer of every year
Credits: Variable from 1 to 24
Reenrollment Information: A student may earn a maximum of 120 credits in all enrollments for this course.
Recommended Background: MTHE 926 and MTHE 927 and MTHE 954
Description: Doctoral dissertation research.
(Note: Every doctoral student at MSU is required to take 24 of the 999 credits in their program. Our students are capped at 30 credits of 999.)
Course: CEP 911 Intellectual History of Educational Psychology
Semester: Fall of every year
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Restrictions: Open to doctoral students.
Description: Ideas and perspectives on learning and development that have shaped educational psychology. Learning of school subject matters. Learning and development in relation to educational settings.
Course: CEP 913 Psychology and Pedagogy of Mathematics
Semester: Fall of odd years
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Recommended Background: CEP 902
Restrictions: Open to doctoral students.
Description: Psychological theory and research on the learning of mathematics. Development of mathematical thinking and knowledge in school and other settings.
Course: CEP 931/TE 931 Introduction to Qualitative Methods in Educational Research
Semester: Fall of every year, Spring of every year, Summer of every year
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Recommended Background: CEP 930
Description: Concepts and assumptions underlying multiple traditions of qualitative research methods in education. Relationship between research questions and qualitative research design. Epistemology, methods, and ethical issues of ethnography, case study research, grounded theory, oral history and discourse analysis. Criteria for appraising and critiquing qualitative research designs, claims, and evidence,
Interdepartmental With: Teacher Education, Educational Administration
Course: CEP 933 Quantitative Methods in Educational Research II
Semester: Fall of every year, Spring of every year
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Prerequisite: CEP 932
Recommended Background: College algebra. Students from the College of Agriculture and Natural Resources and College of Human Ecology should be enrolled in programs with a focus on education.
Restrictions: Open only to graduate students in the College of Education, College of Agriculture and Natural Resources, and College of Human Ecology.
Description: Advanced techniques of data analysis and statistical inference used in educational and psychological research. Multiple regression, analysis of variance, and basic principles of experimental design in educational applications.
Course: TE 950 Mathematical Ways of Knowing
Semester: Spring of odd years
Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Recommended Background: Two undergraduate mathematics courses.
Description: Philosophical, cultural, political, societal, psychological, and historical perspectives on knowing in mathematics as a discipline.
Course: TE 994 Laboratory and Field Experience in Curriculum, Instruction, and Teacher Education
Semester: Fall of every year, Spring of every year, Summer of every year
Credits: Variable from 1 to 6
Reenrollment Information: A student may earn a maximum of 6 credits in all enrollments for this course.
Restrictions: Open to doctoral students. Approval of department.
Description: Supervised practica, observations, and internships in an area of educational policy and social analysis, teacher education and teacher learning, and curriculum, teaching and learning.