Mathematics Education Master's
(Secondary)

Trigonometry and Precalculus covers the knowledge and skills necessary to apply trigonometry, complex numbers, systems of equations, vectors and matrices, and sequences and series, and to use appropriate technology to model and solve real-life problems. Topics include degrees; radians and arcs; reference angles and right triangle trigonometry; applying, graphing and transforming trigonometric functions and their inverses; solving trigonometric equations; using and proving trigonometric identities; geometric, rectangular, and polar approaches to complex numbers; DeMoivre's Theorem; systems of linear equations and matrix-vector equations; systems of nonlinear equations; systems of inequalities; and arithmetic and geometric sequences and series. College Algebra is a prerequisite for this course.

Calculus I is the study of rates of change in the slope of a curve and covers the knowledge and skills necessary to apply differential calculus of one variable and to use appropriate technology to model and solve real-life problems. Topics include functions, limits, continuity, differentiability, visual, analytical, and conceptual approaches to the definition of the derivative; the power, chain, sum, product, and quotient rules applied to polynomial, trigonometric, exponential, and logarithmic functions; implicit differentiation, position, velocity, and acceleration; optimization, related rates, curve sketching, and L'Hopital's rule. Precalculus is a prerequisite for this course.

Calculus II is the study of the accumulation of change in relation to the area under a curve. It covers the knowledge and skills necessary to apply integral calculus of one variable and to use appropriate technology to model and solve real-life problems. Topics include antiderivatives; indefinite integrals; the substitution rule; Riemann sums; the fundamental theorem of calculus; definite integrals; acceleration, velocity, position, and initial values; integration by parts; integration by trigonometric substitution; integration by partial fractions; numerical integration; improper integration; area between curves; volumes and surface areas of revolution; arc length; work; center of mass; separable differential equations; direction fields; growth and decay problems; and sequences. Calculus I is a prerequisite for this course.

Probability and Statistics I covers the knowledge and skills necessary to apply basic probability, descriptive statistics, and statistical reasoning and to use appropriate technology to model and solve real-life problems. It provides an introduction to the science of collecting, processing, analyzing, and interpreting data, including representations, constructions, and interpretation of graphical displays (e.g., box plots, histograms, cumulative frequency plots, scatter plots). Topics include creating and interpreting numerical summaries and visual displays of data; regression lines and correlation; evaluating sampling methods and their effect on possible conclusions; designing observational studies, controlled experiments, and surveys; and determining probabilities using simulations, diagrams, and probability rules. College Algebra is a prerequisite to this course.

Probability and Statistics II covers the knowledge and skills necessary to apply random variables, sampling distributions, estimation, and hypothesis testing and to use appropriate technology to model and solve real-life problems. It provides tools for the science of analyzing and interpreting data and includes statistical variability and its sources and the role of randomness in statistical inference. Topics include discrete and continuous random variables, expected values, the central limit theorem, the identification of unusual samples, population parameters, point estimates, confidence intervals, influences on accuracy and precision, hypothesis testing and statistical tests (z mean, z proportion, one sample t, paired t, independent t, ANOVA, chi-squared, and significance of correlation). Calculus II and Probability and Stats I are prerequisites to this course.

Mathematics: Content Knowledge is designed to help candidates refine and integrate the mathematics content knowledge and skills necessary to become successful secondary mathematics teachers. A high level of mathematical reasoning skills and the ability to solve problems are necessary to complete this course. Prerequisites for this course are College Geometry, Probability and Statistics I, Pre-Calculus, Calculus I, and Calculus II. Linear Algebra, and Calculus III are recommended.

Mathematical Modeling and Applications applies mathematics, such as differential equations, discrete structures, and statistics to formulate models and solve real-world problems. This course emphasizes improving students’ critical thinking to help them understand the process and application of mathematical modeling. Probability and Statistics II and Calculus II are prerequisites.

Calculus III is the study of calculus conducted in three-or-higher-dimensional space. It covers the knowledge and skills necessary to apply calculus of multiple variables while using the appropriate technology to model and solve real-life problems. Topics include: infinite series and convergence tests (integral, comparison, ratio, root, and alternating), power series,taylor polynomials, vectors, lines and planes in three dimensions, dot and cross products, multivariable functions, limits, and continuity, partial derivatives, directional derivatives, gradients, tangent planes, normal lines, and extreme values. Calculus II is a prerequisite for this course.

Linear Algebra is the study of the algebra of curve-free functions extended into three-or-higher-dimensional space. It covers the knowledge and skills necessary to apply vectors, matrices, matrix theorems, and linear transformations and to use appropriate technology to model and solve real-life problems. It also covers properties of and proofs about vector spaces. Topics include linear equations and their matrix-vector representation Ax=b, row reduction, linear transformations and their matrix representations (shear, dilation, rotation, reflection), matrix operations, matrix inverses and invertible matrix characterizations, computing determinants, relating determinants to area and volume, and axiomatic and intuitive definitions of vector spaces and subspaces and how to prove theorems about them. College Geometry and Calculus II are prerequisites for this course.

Abstract Algebra is the axiomatic and rigorous study of the underlying structure of algebra and arithmetic. It covers the knowledge and skills necessary to understand, apply, and prove theorems about numbers, groups, rings, and fields. Topics include the well-ordering principle, equivalence classes, the division algorithm, Euclid's algorithm, prime factorization, greatest common divisor, least common multiple, congruence, the Chinese remainder theorem, modular arithmetic, rings, integral domains, fields, groups, roots of unity, and homomorphisms.  Linear Algebra is a prerequisite for this course.

Advanced Calculus examines rigorous reconsideration and proofs involving calculus. Topics include real-number systems, sequences, limits, continuity, differentiation, and integration. This course emphasizes students’ ability to apply critical thinking to concepts to analyze the connections between definitions and properties. Calculus III and Linear Algebra are prerequisites.

College Geometry covers the knowledge and skills necessary to use dynamic technology to explore geometry, to use axiomatic reasoning to prove statements about geometry, and to apply geometric models to solve real-life problems. Topics include axiomatic systems, analytic proofs, coordinate geometry, plane and solid Euclidean geometry, non-Euclidean geometries, constructions, transformations, deductive reasoning, and dynamic technology. College Algebra as well as Trigonometry and Precalculus are prerequisites.

Mathematics Learning and Teaching will help students develop the knowledge and skills necessary to become a prospective and practicing educator. This course will help students use a variety of instructional strategies to effectively facilitate the learning of mathematics. It focuses on selecting appropriate resources, using multiple strategies, and instructional planning, with methods based on research and problem solving. A deep understanding of the knowledge, skills, and disposition of mathematics pedagogy is necessary to become an effective secondary mathematics educator. There are no prerequisites for this course.

Algebra for Secondary Mathematics Teaching explores important conceptual underpinnings, common misconceptions and students’ ways of thinking, appropriate use of technology, and instructional practices to support and assess the learning of algebra. Secondary teachers should have an understanding of the following: algebra as an extension of number, operation, and quantity; various ideas of equivalence as it pertains to algebraic structures; patterns of change as covariation between quantities; connections between representations (tables, graphs, equations, geometric models, context); and the historical development of content and perspectives from diverse cultures. In particular, the course focuses on deeper understanding of rational numbers, ratios and proportions, meaning and use of variables, functions (e.g., exponential, logarithmic, polynomials, rational, quadratic), and inverses. Calculus I is a prerequisite for this course.

Geometry for Secondary Mathematics Teaching explores important conceptual underpinnings, common student misconceptions and ways of thinking, appropriate use of technology, and instructional practices to support and assess the learning of geometry. Students in this course will develop a deep understanding of constructions and transformations, congruence and similarity, analytic geometry, solid geometry, conics, trigonometry, and the historical development of content. Calculus I is a prerequisite for this course.

Statistics and Probability for Secondary Mathematics Teaching explores important conceptual underpinnings, common misconceptions and students’ ways of thinking, appropriate use of technology, and instructional practices to support and assess the learning of statistics and probability. Secondary teachers should have a deep understanding of summarizing and representing data, study design and sampling, probability, testing claims and drawing conclusions, and the historical development of content and perspectives from diverse cultures. Calculus I is a prerequisite for this course.

In Math History and Teaching, students will learn about a variety of technological tools for doing mathematics and develop a broad understanding of the historical development of mathematics. Mathematics is a very human subject that comes from the macro-level sweep of cultural and societal change as well as the micro-level actions of individuals with personal, professional, and philosophical motivations. This course will focus on the historical development of mathematics, including contributions of significant figures and diverse cultures. Students will learn to evaluate and apply technological tools and historical information to create an enriching student-centered mathematical learning environment.

MA, Mathematics Education (5-12) Teacher Performance Assessment contains a comprehensive, original, research based curriculum unit designed to meet an identified educational need. It provides direct evidence of the candidate’s ability to design and implement a multi-week, standards-based unit of instruction, assess student learning, and then reflect on the learning process. The WGU Teacher Performance Assessment requires students to plan and teach a multi-week standards-based instructional unit consisting of seven components: 1) Contextual factors, 2) learning goals, 3) assessment, 4) design for instruction, 5) instructional decision making, 6) analysis of student learning, and 7) self-evaluation and reflection.