Course Descriptions:

General Core Courses

MTHE 600 History and Philosophy of Secondary Education
This course focuses on the historical and philosophical underpinnings of modern educational theory and practice including the study of: ancient Greek literature; early Jewish, Christian, and Muslim writings; and philosophical developments in the Renaissance, Reformation, and revolutionary periods. It also examines the social, cultural, and ideological forces that have shaped educational policies in the United States as well as the current national debates on ways to meet the wide range of educational and social-emotional needs of students from diverse communities. Fifteen hours of fieldwork are required.
3 credits

MTHE 602 Teaching Mathematics to Students with Special Needs
This course prepares preservice and inservice mathematics teachers to understand and respond to the needs of students with disabilities.   The course considers the historical context for special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current educational practices, laws, and regulations for students with diverse learning abilities. The inclusion/standards debate, as well as the diagnosis, classification, and assessment of students are addressed.  Instructional approaches and strategies for teaching mathematics to students with diverse learning abilities in the typical classroom are introduced. Fifteen hours of fieldwork are required.
3 credits

MTHE 620 Adolescent Development and Learning in Cultural Context
This course examines the nature of adolescent cognitive, emotional, social, and moral development with implications for classroom teaching. It also addresses integration of theory and research findings from the fields of developmental and educational psychology and explores multicultural contexts for growth, development, and learning. Fifteen hours of fieldwork are required.
3 credits

MTHE 666 Language and Literature Studies for Middle and Secondary School Students
This course focuses on current approaches to assessing and promoting reading comprehension and critical reading and writing skills of middle and secondary school students. It also examines how to: enhance oral and written communication skills; tap into motivational factors in literacy development during the middle and high school years; and use specific approaches to work with English language learners, gifted students, and students with disabilities during adolescence. Fifteen hours of fieldwork are required for this course.
3 credits

Specific Pedagogical Core Courses

MTHE 651 Curriculum and Assessment in Secondary Mathematics
This course examines the most commonly used curriculum materials, including textbooks and supportive video and technology materials, and also at the development of new curriculum materials for special student populations or the enhancement of already available materials for such populations. The course also identifies the learning theories and instructional methodologies embodied in each curriculum and compares those theories and methodologies for their effectiveness with various student populations and student characteristics. Students examine means, methods, and materials for assessing student understanding and performance as well as ways to use this information to inform and improve instruction as an ongoing practice in the classroom. Techniques investigated include quizzes, writing assignments, tests, authentic and performance assessment and rubrics. Fifteen hours of fieldwork are required.
3 credits

MTHE 601 Methods of Teaching Middle School Mathematics
This course focuses on principles and practices for teaching middle school mathematics, including the study of rational numbers, algebra, geometry, probability, and statistics. Students also examine curriculum development and instructional approaches in developmental context, with attention to the needs of typical adolescent learners and identification and remediation of major obstacles to student learning in mathematics. The course reviews application of mathematical and scientific concepts and skills to real-life settings. Students have an option to design, develop, and hand in an online portfolio for this course. Fifteen hours of fieldwork are required.
3 credits

MTHE 605 Methods of Teaching Secondary School Mathematics
This course focuses on principles and practices for teaching high school mathematics, including the study of algebra, geometry, probability, trigonometry, and statistics; curriculum development and instructional approaches in developmental context, with attention to needs of typical adolescent learners and identification and remediation of major obstacles to student learning in mathematics. Students examine application of mathematical and scientific concepts and skills to real-life settings. Fifteen hours of fieldwork are required.
3 credits

MTHE 678 Research Investigations in Mathematics Education
This course introduces students to a selection of current issues of concern and interest in adolescent mathematics education; provides a sampling of the research that has been conducted relating to these issues; and addresses ways in which the results of such research can be employed by classroom teachers to improve their classroom practice.
3 credits

MTHE 657 Leadership in Mathematics
This course explores the role of the administrator in developing leadership strategies that promote high quality teaching in mathematics grades K-12. The course examines methods and materials as well the scope and sequence of mathematics across the grades. Students examine the most up to date methods of teaching mathematics as well as ways in which administrators can motivate and assist teachers in increasing student achievement while simultaneously assuring that the school meets state mandates regarding adequate yearly progress.
3 credits

Pedagogical Content Courses

MTHE 652 Teaching Algebra and Trigonometry in Grades 7-12
This course focuses on the major concepts and skills students should learn and be able to apply in the areas of algebra and trigonometry. The course identifies what students should have learned informally in grades 5 and 6 that can be used to transition to a more formal understanding of these topics. It also examines: the learning theories related to development of understanding from a concrete level using manipulative materials to model algebraic and trigonometric problems and methods; how to help students move step by step to a more conceptual understanding of the concepts and skills, including the use of symbolic representation and manipulation; and the use of various technologies to enhance understanding and application. As a part of the course, either individually or in small groups, students develop and present appropriate mini-lessons embodying the principles and methods of effective mathematics teaching.
3 credits

MTHE 653 Teaching Geometry and Data and Chance in Grades 7-12
This course focuses on the major concepts and skills students should learn and be able to apply in the areas of geometry, probability, and statistics.  The course examines what students should have learned informally in grades 5 and 6 that can be used to transition to a more formal understanding of these topics.  The course also examines how to use relevant learning theories to help students transition from a concrete level of understanding of these topics using physical manipulative materials to a conceptual level of understanding using symbolic representation and manipulation.  The use of various technologies to enhance understanding are also employed.  As a part of the course, either individually or in small groups, students develop and present appropriate mini-lessons embodying the principles and methods of effective mathematics teaching.
3 credits

MTHE 656 Teaching About Rational Numbers
This course introduces students to the mathematical properties of the set of rational numbers as well as instructional approaches for teaching students to use and manipulate rational numbers. The course also provides instructional strategies for helping students make the transition from the use of rational numbers in middle school to the use of rational algebraic expressions in high school.
3 credits

MTHE 659 Teaching Advanced Placement Calculus and Statistics
This course introduces students to the topics covered in the Advanced Placement Calculus and Statistics courses and provides guidance on how to teach the advanced courses effectively.
3 credits

Mathematics Content Courses

MTHE 654 Selected Topics in Modern Mathematics I
This course addresses a selection of topic areas usually taught at the secondary level - including but not limited to algebra, geometry, and probability and statistics - and looks at them from an advanced perspective illuminating their uses, interconnections and the mathematical theory or theories underlying them. This is a capstone content mathematics course helping to unify and enhance the prior college level mathematics courses the students in the program will already have taken as a prerequisite for entrance into the program.
3 credits

MTHE 655 Selected Topics in Modern Mathematics II
A continuation of MTHE 654.
3 credits

MTHE 658 History of Mathematics
This course introduces students to several important topics in the history of mathematics, such as: how mathematical discoveries and developments that occur hundreds or even thousands of years apart can be connected in important ways; and how teachers of mathematics can use incidents and stories from the history of mathematics to make their teaching more interesting and effective.
3 credits

Internships/Practica

MTHE 679 Student Teaching Practicum in Middle School Mathematics
Students complete a minimum of 20 days, or 100 hours, teaching students in a middle school (grades 7 through 9) mathematics classroom under the daily supervision and mentorship of an experienced and certified cooperating mathematics teacher. During this practicum experience the student teacher progresses from watching and helping the regular classroom teacher to taking on full responsibility for the class him - or herself. The practicum, under the supervision and guidance of the cooperating teacher, includes experience in: designing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom discipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; employing effective ways to carry out routine administrative practices including the taking of attendance and assigning student grades.

The cooperating teacher meets with the student teacher on a regular basis to help the student teacher develop his/her skills and practices; helps answer or find answers to questions the student teacher might have; and remains in the classroom to monitor all activities and to provide supervision whenever the student teacher takes over the class. A full time faculty supervisor from Touro's Graduate School of Education meets with both the student teacher and the cooperating teacher on a regular basis, observes the student teacher's performance in the classroom, and discusses the student teacher's development with both the student teacher and cooperating teacher.

At the end of the semester the cooperating teacher submits to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the student teacher should concentrate on improving his or her teaching skills. Using this evaluation and the Touro College faculty supervisor's own observations, the faculty supervisor then submits a grade for the student teacher's performance in this course.Prerequisite: MTHE 601.
3 credits
(Please note: This course is taken during the final two semesters of the program.)

MTHE 681 Student Teaching Practicum in High School Mathematics
Students complete a minimum of 20 days, or 100 hours, teaching students in a high school (grades 10 through 12) mathematics classroom under the daily supervision and mentorship of an experienced and certified cooperating mathematics teacher. During this practicum experience the student teacher progresses from watching and helping the regular classroom teacher to taking on full responsibility for the class him- or herself. The practicum, under the supervision and guidance of the cooperating teacher, includes experience in: designing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom discipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; employing effective ways to carry out routine administrative practices including the taking of attendance and assigning student grades.

The cooperating teacher meets with the student teacher on a regular basis to help the student teacher develop his or her skills and practices; helps answer or find answers to questions the student teacher might have; and remains in the classroom to monitor all activities and to provide supervision whenever the student teacher takes over the class. A full time faculty supervisor from Touro's Graduate School of Education School meets with both the student teacher and the cooperating teacher on a regular basis, observes the student teacher's performance in the classroom, and discusses the student teacher's development with both the student teacher and cooperating teacher.

At the end of the semester the cooperating teacher submits to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the student teacher should concentrate on improving his or her teaching skills. Using this evaluation and the Touro College faculty supervisor's own observations, the faculty supervisor then submits a grade for the student teacher's performance in this course.
Prerequisite: MTHE 605.
3 credits
(Please Note: This course is taken during the final two semesters of the program.)