Master of Arts in Teaching Mathematics

Michael Flynn, Director

Sarah Bent, Director


413-538-2063
https://www.mtholyoke.edu/professional-graduate/matm

Overview and Contact Information

The Master of Arts in Teaching Mathematics program is designed for K-8 teachers and math coaches looking to strengthen their mathematical content and pedagogical knowledge, enhance their skills in mathematics teacher leadership, and develop their professional credentials and expertise to make a difference in the field of mathematics education. This 32-credit program is structured around educators’ schedules so they can balance work, family, and life responsibilities while pursuing a graduate degree. Students can attend the week-long summer courses on campus or participate online through our dynamic hybrid learning format. The academic year courses are conducted online.

Upon successful completion of the program, students are awarded the Master of Arts in Teaching (M.A.T.) degree.

Learning Goals

Graduates of the Master of Arts in Teaching Mathematics will:

  • Have a deep conceptual understanding of the mathematical content in each of the following mathematical domains appropriate to K-8 grade levels, including:
    • Counting and cardinality
    • Number and operations in base 10
    • Operations and algebraic thinking
    • Measurement and data
    • Geometry
    • Ratios and proportional relationships
    • The number system
    • Expressions and equations
    • Functions
  • Understand how students make sense of the mathematical ideas in each domain and how these concepts and skills build from kindergarten through eighth grade.
  • Appreciate the power and complexity of students’ mathematical thinking.
  • Know what questions to ask of students that will deepen their mathematical understanding.
  • Use and/or adapt curriculum to meet the needs of their students.
  • Connect their experiences in the courses to current research from the field.
  • Develop rich images of teacher leadership at all levels from sharing their classroom work to coaching and mentoring colleagues to leading professional learning opportunities to advocating for the profession.
  • Participate fully in the mathematics education community at the local, state, and national levels.

Virginia Bastable, Ed.D., University of Massachusetts

Sarah Bent, M.A.T., Mount Holyoke College

Beth Brady, M.A.T., Mount Holyoke College

Zachary Champagne, M.A., University of North Florida

Yi Law Chan, M.Ed., Bank Street College of Education

Amy Chang, M.Ed., University of Massachusetts Amherst

Stephanie Charbonnet, M.A.T, Mount Holyoke College

Heidi Fessenden, Ed.M. Harvard University

Michael Flynn, M.Ed., Lesley University

Andrew Gael, M.S., Brooklyn College

Marta Garcia, M.A., Florida Atlantic University

Lauren Giordano, M.A.T., Mount Holyoke College

James Hanson, M.A.T., Mount Holyoke College

Shauna Hedgepeth, M.S., University of Southern Mississippi

Katisha John

Mary Keller, M.A.T., Mount Holyoke College

Patricia Kepler, M.Ed., George Mason University

Lauren Lamb, M.A.T., Mount Holyoke College

Bryan Meyer, M.Ed., High Tech High Graduate School of Education

Deborah Peart, M.A., Manhattanville College

Susan Jo Russell, Ed.D., Boston University

Deborah Schifter, Ph.D., University of Massachusetts

Karen Schweitzer, M.A.T., Mount Holyoke College

Meredith Stanley, M.A.T., Mount Holyoke College

Anne Sussman, M.A.T., Smith College

Janice Szymaszek, M.Ed., Smith College

Kaneka Turner, M.A.T., Mount Holyoke College; M.Ed., University of Phoenix

Elizabeth Van Cleef, M.S., Bank Street College of Education

Polly Wagner, M.Ed., Lesley College

Ann Zito, M.A.T., Mount Holyoke College

Curriculum and Requirements

This 32-credit program is built around the latest research and best practices in math education. The core component of the work is the Developing Mathematical Ideas curriculum. The two-and-a-half-year program involves three intensive summer sessions (three weeks each, except the final summer of two weeks) and two academic years of online work.

Each summer will consist of three weeks of courses, some focused on mathematics, others on educational leadership. The final summer will consist of one week of mathematics and one week of educational leadership. Students may attend in person on our beautiful campus at Mount Holyoke College or online through our virtual learning environment during the summer sessions.

Each academic year will include four credits of work each semester, all conducted online. The academic year online courses blend asynchronous assignments in mathematics or educational leadership with live virtual learning sessions.

Sample Plan of Study

Summer
X.MATH-400Developing Mathematical Ideas: Building a System of Tens2
X.MATH-401Developing Mathematical Ideas: Making Meaning for Operations2
X.MATH-407Developing Mathematical Ideas: Reasoning Algebraically About Operations2
Fall
X.MATH-460Connecting Arithmetic to Algebra4
Spring
X.MATH-424Developing Mathematical Reasoning4
Summer
X.MATH-406Developing Mathematical Ideas: Patterns, Functions, and Change2
X.MTHED-409Educational Leadership I: Exploring the Roles of Math Teacher Leadership2
X.MATH-402Developing Mathematical Ideas: Examining Features of Shape2
Fall
X.MTHED-465From Theory to Practice: The Learning and Teaching of Mathematics4
Spring
X.MTHED-466Advocacy Through Math Teacher Leadership4
Summer
X.MATH-405Developing Mathematical Ideas: Measuring Space in One, Two, and Three Dimensions2
X.MTHED-411Educational Leadership II: Facilitating Adult Learning2
Total Credits32

Admission

The M.A.T. in Mathematics is designed for teachers, math coaches, math specialists, and math interventionists in grades K-8 who have at least a bachelor's degree. The program is ideal for educators looking to strengthen their skills and expertise as math teachers and those who wish to enhance their professional credentials in order to become teacher leaders in mathematics education.

To apply to the M.A.T., Mathematics program, prospective students must complete an application and upload all supporting materials via the online application. Send official transcripts to:

Amy Asadoorian
Professional and Graduate Education
Mount Holyoke College
50 College Street
South Hadley, MA 01075

Financing

Please see Graduate Tuition, Fees, Financing, and Financial Aid for further information.

Course Offerings

Mathematics

X.MATH-400 Developing Mathematical Ideas: Building a System of Tens

Fall. Credits: 2

Participants will explore the base-ten structure of the number system, consider how that structure is exploited in multi-digit computational procedures, and examine how basic concepts of whole numbers reappear when working with decimals. They will study the various ways children naturally tend to think about separating and combining numbers and what children must understand in order to work with numbers in these ways.

Applies to requirement(s): Meets No Distribution Requirement
S. Bent, A. Chang, K. Mello
Restrictions: This course is offered for graduate students only.

X.MATH-401 Developing Mathematical Ideas: Making Meaning for Operations

Fall. Credits: 2

This course provides opportunities for participants to examine the actions and situations modeled by the four basic operations. The course will begin with a view of young children's counting strategies as they encounter word problems, moves to an examination of the four basic operations on whole numbers, and revisits the operations in the context of rational numbers.

Applies to requirement(s): Meets No Distribution Requirement
S. Bent, L. Giordano, K. Mello, D. Peart
Restrictions: This course is offered for graduate students only.

X.MATH-402 Developing Mathematical Ideas: Examining Features of Shape

Credits: 2

Participants examine aspects of two-dimensional and three-dimensional shapes, develop geometric vocabulary, and explore both definitions and properties of geometric objects. The seminar includes a study of angle, similarity, congruence, and the relationships between three-dimensional objects and their two-dimensional representations. Participants examine how students develop these concepts through analyzing print and video cases as well as reading and discussing research articles.

Applies to requirement(s): Meets No Distribution Requirement
S. Charbonnet, J. Hanson

X.MATH-404 Developing Mathematical Ideas: Modeling With Data

Not Scheduled for This Year. Credits: 2

Participants will work with the collection, representation, description, and interpretation of data. They will learn what various graphs and statistical measures show about features of the data, study how to summarize data when comparing groups, and consider whether the data provides insight into the questions that led to data collection.

Applies to requirement(s): Meets No Distribution Requirement
S. Hedgepeth

X.MATH-405 Developing Mathematical Ideas: Measuring Space in One, Two, and Three Dimensions

Credits: 2

Participants will examine different aspects of size, develop facility in composing and decomposing shapes, and apply these skills to make sense of formulas for area and volume. They will also explore conceptual issues of length, area, and volume, as well as their complex interrelationships.

Applies to requirement(s): Meets No Distribution Requirement
Z. Champagne, K. John

X.MATH-406 Developing Mathematical Ideas: Patterns, Functions, and Change

Spring. Credits: 2

Participants discover how the study of repeating patterns and number sequences can lead to ideas of functions, learn how to read tables and graphs to interpret phenomena of change, and use algebraic notation to write function rules. With a particular emphasis on linear functions, participants also explore quadratic and exponential functions and examine how various features of a function are seen in graphs, tables, or rules. Participants examine how students develop these concepts through analyzing print and video cases as well as reading and discussing research articles.

Applies to requirement(s): Meets No Distribution Requirement
B. Brady, J. Szymaszek
Advisory: Intended for practicing teachers.

X.MATH-407 Developing Mathematical Ideas: Reasoning Algebraically About Operations

Credits: 2

Participants examine generalizations at the heart of the study of operations in the elementary grades. They express these generalizations in common language and in algebraic notation, develop arguments based on representations of the operations, study what it means to prove a generalization, and extend their generalizations and arguments when the domain under consideration expands from whole numbers to integers.

Applies to requirement(s): Meets No Distribution Requirement
V. Bastable; A. Sussman

X.MATH-424 Developing Mathematical Reasoning

Spring. Credits: 4

Developing Mathematical Reasoning (DMR) builds on and extends the work of Connecting Arithmetic to Algebra. Participants will work with a five-phase model for instruction in mathematical argument: Noticing, Articulating, Representing Specific Instances, Creating Mathematical Argument, and Comparing and Contrasting Operations. They will examine and implement a set of lessons designed to engage their own students with generalizations about the operations using these phases of instruction. DMR investigates how this approach to mathematics thinking supports a range of mathematics learners including those who have difficulty with grade-level mathematics and those who need additional challenge.

Applies to requirement(s): Meets No Distribution Requirement
V. Bastable, J.Szymaszek
Advisory: X.MATH-460 Connecting Arithmetic to Algebra.

X.MATH-460 Connecting Arithmetic to Algebra

Fall. Credits: 4

Connecting Arithmetic to Algebra (CAA) is a year-long professional development experience in which teachers consider generalizations that arise from the study of number and operations in grades 1 through 7. They examine cases of students who are engaged in the process of articulating general claims, working to understand those claims, and learning how to prove them. The course also focuses on how this approach to mathematical thinking supports a range of mathematics learners, including those who have difficulty with grade- level mathematics and those who need additional challenge.

Applies to requirement(s): Meets No Distribution Requirement
V. Bastable, K. Schweitzer
Restrictions: This course is offered for graduate students only.

X.MATH-470 The Process of Teaching and Learning: Math Curriculum Development and Instruction

Not Scheduled for This Year. Credits: 2

Students will learn about developmental math curriculum development and instruction in PreK-6 classrooms. They will construct more extensive understandings of math instruction by developing lessons that implement the Massachusetts Frameworks incorporating the Common Core State Standards for Mathematics. Emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, math talks, problem solving, cooperative learning, and project-based learning. Students will also become more adept at developing effective approaches to using assessment to guide instruction.

Applies to requirement(s): Meets No Distribution Requirement
C. Swift
Restrictions: This course is offered for graduate students only.

Mathematics Education

X.MTHED-408 Professional Development for Coaching Mathematics

Credits: 2

This course is designed for elementary math specialists with responsibilities for supporting teachers in the development of strong mathematics education programs. Participants explore issues related to: learning mathematics while in the context of teaching; facilitating the professional development of colleagues; teachers' and students' ideas about mathematics and learning; and fostering a stance of collaborative investigation. By way of a central theme of mathematics learning, the institute will offer coaches opportunities to explore, through the coaching perspective, ideas of number and geometry in the elementary grades.

Applies to requirement(s): Meets No Distribution Requirement
P. Wagner

X.MTHED-409 Educational Leadership I: Exploring the Roles of Math Teacher Leadership

Credits: 2

This course will explore the roles of teacher leadership in math education at the local, state, and national level. Topics will include coaching, mentoring, writing (blogs, journals, op-eds, articles), professional learning communities (virtual and face- to-face), and advocacy. Participants will consider current issues and challenges facing students and teachers with regard to math education and will work to develop action plans to address these issues in the coming school year.

Applies to requirement(s): Meets No Distribution Requirement
M. Garcia, M. Stanley

X.MTHED-410 Developing Mathematical Ideas: Facilitator Training

Not Scheduled for This Year. Credits: 2

This institute focuses on learning to teach one of the Developmental Mathematical Ideas (DMI) modules. Participants will choose a particular DMI module on which to concentrate their facilitation work. The institute will include examination of the central mathematical ideas of the module, identifying key goals for each session, discussion of the process of interacting with participants both in the institute sessions and through written responses, as well as opportunities for practice facilitation.

Applies to requirement(s): Meets No Distribution Requirement
V. Bastable, M. Flynn
Advisory: Prior experience with a DMI seminar recommended.

X.MTHED-411 Educational Leadership II: Facilitating Adult Learning

Credits: 2

This course provides opportunities for participants to develop skills and knowledge to enable them to design and implement professional learning opportunities in mathematics for adults. Activities focus on four aspects: the importance of identifying key ideas and goals for professional learning, strategically using both small and whole group formats, an analysis of the range of professional learning opportunities for teachers, and opportunities to practice facilitating professional learning with an audience of teachers.

Applies to requirement(s): Meets No Distribution Requirement
M. Flynn, K. Turner

X.MTHED-432 Arts Integrated Math for Elementary Education

Not Scheduled for This Year. Credits: 2

This course focuses on math teaching in K-5 classrooms and using Arts Integration pedagogies to help students make sense of math, develop number sense and conceptual knowledge, and communicate ideas and knowledge to others. Participants explore new ways to help students apply their knowledge and solve problems (independently and in collaboration) through creative arts, theater, and movement. Course methods include: hands-on experiential learning, case studies, and project-based math curriculum development. The course is aligned with standard math procedures and the Common Core State Standards in K-5 Math and covers how to use measurable outcomes and objectives in classroom assessment and evaluation.

Applies to requirement(s): Meets No Distribution Requirement
The department
Restrictions: This course is offered for graduate students only.

X.MTHED-465 From Theory to Practice: The Learning and Teaching of Mathematics

Fall. Credits: 4

This course focuses on the teaching and learning of mathematics and considers how we move from theory to practice. The course focuses on the pedagogical moves of the teacher and the impact on students' mathematical experiences. Participants in the course will produce written cases of practice based on audio or videotaped classroom discussions and interviews with their own students. They will analyze their own cases and those of their colleagues to examine the learning of students and the impact of teacher moves. Course instructors will provide individual feedback based on the classroom cases.

Applies to requirement(s): Meets No Distribution Requirement
T. Kepler
Restrictions: This course is offered for graduate students only.
Notes: Online.

X.MTHED-466 Advocacy Through Math Teacher Leadership

Spring. Credits: 4

The course involves exploring teacher leadership roles in mathematics education and how to advocate for change in the field. Students will create an action plan related to a change initiative in math education, develop a capstone project, and share findings and reflections so the group can provide critical feedback and support. The scalable nature of this work allows each student to define a leadership role and project to fit their interests and professional goals.

Applies to requirement(s): Meets No Distribution Requirement
M. Garcia, H. Patel
Restrictions: This course is offered for graduate students only.
Advisory: X.MTHED-465