Master of Education in K-8 Leadership in Mathematics Education
On-campus and Online Degree Overview
The Master of Education in K-8 Leadership in Mathematics Education is designed for the classroom teacher who wants to improve instructional skills as well as expand knowledge and skills in mathematics. Virginia teachers at the elementary and middle school levels must possess a deep understanding of the mathematics they are teaching, an understanding of how it connects to higher levels of mathematics, and a skillful use of methods to guide students in the learning. The program is designed to meet the growing demand for trained mathematics specialists by providing competency-based courses that fulfill the requirements for a Virginia Mathematics Specialist endorsement.
A 25% scholarship is available for individuals accepted to and enrolled in the M.Ed. in K-8 Leadership in Mathematics Education for the 2014/15 academic year.
Master's in K-8 Leadership in Mathematics Education Highlights
Courses: View Course Sequence & Descriptions
Length: 35 credit hours. May be completed in 24 months.
Format: Eight-week courses delivered entirely face-to-face or entirely online. Students may begin the program in August, October, January, March, May or July.
Results: Master of Education in K-8 Leadership in Mathematics Education degree and the Virginia Mathematics Specialist endorsement
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Master's in K-8 Leadership in Mathematics Education graduates will be able to:
- Acquire a deep understanding of the mathematics they are teaching.
- Demonstrate an understanding of how it connects to higher levels of mathematics.
- Exhibit a skillful use of methods to guide students in the learning.
- Increase understanding of mathematics and how students develop a core knowledge base of concepts and processes within the discipline of mathematics that include: number systems and number theory, geometry and measurement, statistics and probability, functions and algebra, and discrete mathematics.
- Develop coaching and leadership knowledge and skills needed to provide job-embedded professional learning opportunities and to improve mathematics programs at their schools, including addressing the needs of high and low-achieving students as well as the needs of diverse learners.