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MASTERS OF ARTS IN TEACHING/5TH YEAR
MATHEMATICS
(GRADES 8-12)
PROGRAM SUBMISSION
SEPTEMBER 2007
Murray State University Graduate Bulletin 2006-2008
http://www.murraystate.edu/provost/catalogs/0608Gradbull.html
16 KAR 5:050
16 KAR 8:020
III. Program Experiences
The Master of Arts in Teaching Mathematics program is located in the Department of
Mathematics and is designed for certified teachers who wish to strengthen their background in
mathematics and keep up with current information in educational theory, curriculum and
research. The program provides for both reasonable depth in the mathematics area and graduatelevel exposure in supporting disciplines. The education component is designed to meet the
requirements for the renewal of the provisional teaching certificate and advancement to Rank II
classification. The program supports the College of Education’s theme by nurturing individuals
to become reflective decision-makers. Reflection is the focus of course activities and is the
primary means by which candidates integrate course experiences with Kentucky performance
standards, College of Education Dispositions the candidates’ own experiences, and continue to
understand the mathematics they are teaching and how to bring that understanding to secondary
students. The Kentucky Code of Ethics is revisited at the graduate level and related to teachers’
increased level of responsibility and involvement with students, the school, district, community
and the profession.
The first goal in the Master of Arts in Teaching Mathematics program is to equip teachers with
tools for developing a deep conceptual knowledge of mathematical concepts. They need to
develop an understanding that is rich enough to allow them to teach their future students in a
meaningful and effective way. As a result, teachers are required to go beyond applying a set of
rules to produce an answer and are asked to explain the concepts involved and to justify why
things work. Teachers are appropriately prepared to explain "why things work in mathematics"
because their mathematical content learning experiences are aligned with the National Council
Teachers of Mathematics Standards (NCTM) and Kentucky Teacher Performance Standards.
The matrices on the following pages demonstrate this alignment of program and standards. The
understanding of "why things work in mathematics" provides experienced teacher with a
continued experience in reflective decision-making.
The second goal in the Masters of Arts in Teaching Mathematics program is to equip teachers to
make decisions about a variety of teaching strategies. These decisions are built on a foundation
of understanding how students learn mathematics. Teachers construct this foundation through
exposure to a survey of mathematics education literature on the subject. This knowledge is then
applied to a variety of teaching strategies. This process involves determining the rationale for
the strategies and evaluating their appropriateness for different situations. By combining
understanding of "why things work in mathematics" with an understanding of the rationale for
mathematics teaching strategies, along with the experience of evaluating teaching strategies for
appropriateness to student and content, the candidate is challenged to practice reflective decision
making in the teaching of mathematics.
The 36 credit hour program is pre-planned with a graduate advisor and the candidate’s progress
is continuously assessed via a portfolio using course assignments and evaluations addressing the
Kentucky Experienced Teacher Standards and the NCTM Standards. The program includes 15
hours of core educational courses in the areas of research, theory and curriculum and 21 hours of
500 or 600 level mathematics courses including MAT 550 and MAT 551, math methods courses,
if these were not taken at the undergraduate level. See the matrices on the following pages
where course syllabi are coded to the Kentucky Experienced Teacher Standards, KERA
Initiatives, and EPSB Themes.
2
Kentucky Experienced Teacher Performance Standards for Masters of Arts in Teaching
Mathematics Program
ETS 1 ETS 2 ETS 3 ETS 4 ETS 5 ETS 6 ETS 7 ETS 8 ETS 9 ETS 10
Course
Core Courses
ADM 630
E
A
E
A
Research
EDU 631
Theory
EDU 633
Curriculum
A
EDU 645
History
EDU 649
Research
E
A
A
E
A
K
K
A
E
A
E
A
E
K
E
A
MAT 550
/551
Teaching
Math (if not
taken at the
ug level)
A
A
Content Courses
Math courses
600 level, 3
A
hrs
Math courses
500 or 600
A
level,
15-18 hrs
Courses
supporting
A
science field,
0-3 hrs
K – Knowledge, A – Application, E – Evaluation
A
A
A
A. Content Standards
NCTM - National Council Teachers of Mathematics Standards - Secondary
NCTM STANDARD
Mathematics Preparation for All Mathematics Teacher Candidates
1. Knowledge of Problem Solving. Candidates know, understand and apply the process of
mathematical problem solving.
Courses/Activities/Assessments
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
Students problem solve in all courses, in particular
students apply problem solving techniques in
MAT 515 and MAT 510
2. Knowledge of Reasoning and Proof. Candidates reason, construct, and evaluate mathematical
arguments and develop an appreciation for mathematical rigor and inquiry.
Students generate their own proofs in all courses,
in particular MAT 515 and MAT 510
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
3. Knowledge of Mathematical Communication. Candidates communicate their mathematical
thinking orally and in writing to peers, faculty and others.
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
4. Knowledge of Mathematical Connections. Candidates recognize, use, and make connections
between and among mathematical ideas and in contexts outside mathematics to build
mathematical understanding.
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
5. Knowledge of Mathematical Representation. Candidates use varied representations of
mathematical ideas to support and deepen students’ mathematical understanding.
Students communicate through written
assignments and projects and by presenting these
orally.
All mathematics courses emphasize connecting
mathematical ideas and MAT 501, MAT 508,
MAT 545 provide connection to real world
applications
All program mathematics courses emphasize
representation
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
6. Knowledge of Technology. Candidates embrace technology as an essential tool for teaching
and learning mathematics.
ADM 630 uses spreadsheet and other stat software
to analyze data.
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
7. Dispositions. Candidates support a positive disposition toward mathematical processes and
mathematical learning.
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
8. Knowledge of Mathematics Pedagogy. Candidates possess a deep understanding of how
students learn mathematics and of the pedagogical knowledge specific to mathematics teaching
and learning
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
All courses. Students develop positive attitudes
toward mathematics by gaining broad based
background in mathematical methods and
processes. They see mathematics as more than
memorization and “plug and chug”.
MAT 550/551 - Students develop lesson plans and
present and discuss methods to make
mathematical connections and the ‘whys’ of how
mathematics works.
Mathematics Preparation for Secondary Level Mathematics Teacher Candidates
9. Knowledge of Number and Operations. Candidates demonstrate computational proficiency,
including a conceptual understanding of numbers, ways of representing number, relationships
among number and number systems, and the meaning of operations.
MAT 515 - course assignments such as proofs,
discussion and exams
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
10. Knowledge of Different Perspectives on Algebra. Candidates emphasize relationships
among quantities including functions, ways of representing mathematical relationships, and the
analysis of change.
MAT 545 - course assignments such as proofs,
discussion and exams
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
11. Knowledge of Geometries. Candidates use spatial visualization and geometric modeling to
explore and analyze geometric shapes, structures, and their properties.
MAT 510 - course assignments such as proofs,
discussion and exams
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
12. Knowledge of Calculus. Candidates demonstrate a conceptual understanding of limit,
continuity, differentiation, and integration and a thorough background in techniques and
application of the calculus.
MAT 501 - course assignments such as proofs,
discussion and exams
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
13. Knowledge of Discrete Mathematics. Candidates apply the fundamental ideas of discrete
mathematics in the formulation and solution of problems.
MAT 508 - course assignments such as proofs,
discussion and exams
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
14. Knowledge of Data Analysis, Statistics, and Probability. Candidates demonstrate an
understanding of concepts and practices related to data analysis, statistics, and probability.
ADM 630 uses student data as part of course
project
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
15. Knowledge of Measurement. Candidates apply and use measurement concepts and tools.
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
16.1 Field-Based Experiences Engage in a sequence of planned opportunities prior to student
teaching that includes observing and participating secondary mathematics classrooms under the
supervision of experienced and highly qualified teachers.
5
MAT 510 - course assignments such as proofs,
discussion and exams
Graduate student’s classroom is used to apply
course concepts and construct projects
16.2 Field-Based Experiences Experience full-time student teaching secondary-level
mathematics that is supervised by an experienced and highly qualified teacher and a university or
college supervisor with elementary mathematics teaching experience.
Graduate student’s classroom is used to apply
course concepts and construct projects
16.3 Field-Based Experiences Demonstrate the ability to increase students’ knowledge of
mathematics.
Graduate student’s classroom is used to apply
course concepts and construct projects
Regarding the lack of specified math course required in the 18 hour math specialization, the requirements are left open because students
come from varied backgrounds and some may have already taken some of the courses. Given that, most students take the list of courses
below or take an appropriate equivalent in the prescribed area of mathematics. The courses below are offered most regularly and with
small student numbers in the program, students take what is available at the time. So while it is not explicitly stated, unless a student has
already taken a course, most programs are comprised from this list, therefore all student programs will have addressed the NCTM
standards.
MAT 501 Mathematical Modeling
MAT 510 Geomentry
MAT 540 Probability and Statistics
MAT 551 Math for Teachers
MAT 508 Combinatorics and Graph Theory
MAT 515 Number Theory
MAT 545 Boolean Algebra
6
B. KERA Initiatives
KERA Initiatives are utilized by graduate instructors to build upon the knowledge presented in
undergraduate programs and on candidates’ experiences as classroom teachers to strengthen the
connection between the classroom and state initiatives that guide K-12 student performancebased achievement.
KERA Initiatives For Masters of Arts in Teaching Mathematics Courses
Course
Core Content 4.1
Version
Program of
Studies
Learner Goals &
Academic
Expectations
Core Courses for Masters and Fifth Year
ADM 630
Research
EDU 631
Theory
EDU 633
Curriculum
E
E
E
A
A
A
EDU 645
History
EDU 649
Research
MAT 550/551
Teaching Math
K – Knowledge, A – Application, E – Evaluation
Masters of Arts in Teaching Mathematics Program Course Descriptions
EDU 633 Curriculum Development (3). A comprehensive analysis of the process of curriculum
development. It includes examination of the theoretical dimensions of curriculum development. The
process includes consideration of the bases of curriculum, aims and objectives of schools, planning
instruction and curriculum evaluation.
MAT 501 Mathematical Modeling I (3). A study of mathematical models used in the social, life and
management sciences and their role in explaining and predicting real world phenomena. The emphasis is
on developing skills of model building. Topics include difference equations, perturbation theory and
nondimensional analysis. Prerequisite: MAT 411.
MAT 502 Mathematical Modeling II (3). A continuation of topics discussed in MAT 501. A term project
consisting of a model of a non-mathematical problem is required. Prerequisite: MAT 501.
MAT 505 Abstract Algebra I (3). An in-depth study of rings and fields. Topics will include the
Isomorphism Theorems, ideals, polynomial rings, integral domains, fields, field extensions. Prerequisite:
MAT 421 or consent of instructor.
MAT 508 Introduction to Combinatorics and Graph Theory (3). Selected topics and applications from
combinatorics and discrete mathematics, which can include: enumeration, generating functions,
recurrence relations, partially ordered sets, Boolean algebras, block designs, coding theory, and topics in
graph theory, including trees, networks, optimization, and scheduling. Prerequisites: MAT 308 and
either MAT 312 or MAT 335.
MAT 510 Foundations of Geometry (3). Study of postulate systems for geometry, critical examination of
Euclid’s Elements, introduction to non-Euclidean geometry. Prerequisite: MAT 309 or consent of
instructor.
MAT 512 Partial Differential Equations (3). Partial differential equations of first and second order and
applications. Prerequisites: MAT 309 and 411.
MAT 515 Theory of Numbers (3). Divisibility, the Euclidean algorithm, mathematical induction, prime
and composite numbers, Diophantine equation, Pythagorean triplets, Fermat’s Theorem, congruencies,
quadratic residues, continued fractions. Prerequisite: MAT 308 or consent of instructor.
MAT 516 Introduction to Topology (3). Set theory, topology of the real line, topological spaces, metric
spaces. Prerequisite: MAT 309 and 312.
MAT 520 Introduction to Complex Variables (3). Complex numbers, analytic functions, elementary
functions, integration, Cauchy theorem, Taylor and Laurent expansions, and applications. Prerequisite:
MAT 309.
MAT 522 Vector Calculus (3). Operations with vectors; differentiation and integration of functions of
several variables; transformation of coordinates; line and surface integrals; Green’s, Stokes’s, and the
divergence theorems. Prerequisite: MAT 309.
MAT 524 Boundary Value Problems (3). Analytic and computational techniques for linear first and
second order partial differential equations, initial, and boundary value problems. Classification, Fourier
series, separation of variables, finite difference and/or finite element methods. Prerequisites: MAT 309,
MAT 411, and MAT 335 or consent of instructor.
MAT 525 Advanced Calculus I (3). A rigorous development of one variable calculus including limits,
continuity, differentiation, integration and sequences of functions. Prerequisite: MAT 309 and 312.
MAT 526 Advanced Calculus II (3). A continuation of MAT 525 and functions of several variables.
Prerequisite: MAT 525.
MAT 530 Special Topics in Mathematics I (1-3). Library investigations of various lengths concerning
special topics in mathematics. Periodic conferences will be arranged with the supervising faculty member
on an individual basis. May be repeated for credit. Prerequisites: Six hours of mathematics courses
numbered 400 and above with a mathematics GPA of at least 3.0; consent of instructor.
MAT 531 Special Topics in Mathematics II (1-3). Library investigations of various lengths concerning
special topics in mathematics. Periodic conferences will be arranged with the supervising faculty member
on an individual basis. May be repeated for credit. Prerequisites: Six hours of mathematics courses
numbered 400 and above with a mathematics GPA of at least a 3.0; consent of instructor.
MAT 535 Linear Algebra (3). Linear transformations, matrices, quadratic and hermitian forms,
eigenvalues and elementary spectral theory. Prerequisite: MAT 335.
MAT 540 Mathematical Statistics I (4). Introduction to probability theory and statistical inference.
Combinatorics, conditional probability independence. Discrete and continuous random variables and their
distributions. Expected value and moments of distributions. Estimation theory and properties point
estimators. Confidence intervals. Basic theory of hypothesis testing. Testing means and proportion. T-
8
tests. Descriptive statistics. Prerequisite: MAT 309 or consent of instructor.
MAT 541 Mathematical Statistics II (3). Additional topics in probability theory and statistical inference.
Bayes’ Theorem, functions of random variables, order statistics. Bayesian inference, F-tests, chi-square
tests, contingency tables, regression and correlation. Prerequisites: MAT 540.
MAT 542 Numerical Analysis (3). Numerical solutions of differential equations, iterative techniques for
solving linear systems, discrete least-squares methods, orthogonal polynomials, and approximating
eigenvalues. Prerequisites: MAT 411 and either MAT 442 or consent of instructor. Requires knowledge
of a scientific programming language.
MAT 545 Boolean Algebra with Applications to Digital Computer Design (3). Boolean algebra is
developed as a model to study various physical systems, including the algebra of subsets of a set,
propositional logic, and switching circuits. Prerequisite: consent of instructor.
MAT 550 Teaching Mathematics (3). A study of the “whys” of mathematics with the aim of equipping
future/current teachers with the ability to explain rather than merely do mathematics. Taught in the
context of theories of learning and pedagogy. Involves mathematics content taught at the secondary and
community college level. Credit granted toward an undergraduate major or minor in mathematics only for
those students following a teacher certification program. Prerequisite: MAT 312 or consent of instructor.
MAT 551 Mathematics for Teachers (3). Explorations of mathematical topics from the viewpoint of
future/current secondary and community college teachers of mathematics. Gives credit toward an
undergraduate major or minor in mathematics only for those students following a teacher certification
program. Can be taken without MAT 550. Prerequisite: MAT 312 or consent of instructor.
MAT 560 Statistical Methods (3). A survey course in statistical methods for advanced undergraduate
students and graduate students with no prior training in statistics. The course covers techniques
commonly used for data analysis in many scientific fields. Topics included are probability distributions,
sampling, variance, estimation, hypothesis testing, contingency table, regression and analysis of variance.
(Does not apply toward any degree in mathematics or a minor in mathematics.)
MAT 565 Applied Statistics I (4). A study of applied statistical techniques including correlation,
regression, analysis of variance and non-parametric methods with a view toward applications. A statistical
computer package will be used when appropriate, but no computer background is required. Prerequisite:
MAT 560 or consent of instructor.
MAT 566 Applied Statistics II (3). A continuation of MAT 565. Includes further topics in analysis and
variance, non-parametrics and multivariate analysis. Prerequisite: MAT 565.
MAT 569 Topics in Statistics (3). Selected topics in probability and statistics. Prerequisite: consent of
instructor.
MAT 570 Linear Programming (3). Theory and application of linear programming and the role it plays in
operations research. Prerequisite: MAT 335.
MAT 602 Integration Theory (3). Riemann integrals, continuous functions, functions of bounded
variation, Riemann-Stieltjes integrals. Prerequisite: MAT 525.
MAT 603 Real Function Theory I (3). Lebesque measure and integration theory and related topics.
Prerequisite: MAT 526.
9
MAT 604 Real Function Theory II (3). Functional analysis, including Classical Banach spaces and Lp
spaces. Prerequisite: MAT 603.
MAT 605 Selected Topics in Complex Analysis (3). An in-depth study of selected topics introduced in
MAT 520. Prerequisite: MAT 520.
MAT 609 Abstract Algebra II (3). An in-depth study of group theory. Topics will include Lagrange’s
Theorem, Cauchy’s Theorem, the Sylow Theorems, and factor groups. Prerequisite: MAT 505.
MAT 610 Selected Topics in Algebra (3). An in-depth study of selected topics introduced in MAT 505
and 609. Prerequisite: MAT 609.
MAT 620 Selected Topics in Topology (3). An in-depth study of selected topics introduced in MAT 516.
Prerequisite: MAT 516.
MAT 630 Real Number System I (3). Development of the natural numbers and the integers. (This course
does not offer graduate credit for those people seeking a master of science degree in mathematics,
chemistry or physics, or a master of arts degree in mathematics.) Prerequisite: consent of instructor.
MAT 631 Real Number System II (3). A detailed development of the rational and real numbers. (This
course does not offer graduate credit for those people seeking a master of science degree in mathematics,
chemistry, or physics, or a master of arts degree in mathematics.) Prerequisite: consent of instructor.
MAT 632 Foundations of Analysis (3). A study of concepts basic to the elementary calculus, such as
limits continuity, the derivative, and the integral. (This course does not offer graduate credit to those
people seeking a master of science degree in mathematics, chemistry, or physics, or a master of arts
degree in mathematics.) Prerequisites: MAT 309 and consent of instructor.
MAT 633 Probability and Statistics (3). An introduction to sample spaces, probabilities, and probability
distributions, such as binomial, normal and Poisson. Measure of center, variability and applications.
Statistical inference and tests of significance. (This course does not offer graduate credit for those people
seeking a master of science degree in mathematics, chemistry, or physics, or a master of arts degree in
mathematics.) Prerequisite: consent of instructor.
10
C. EPSB Themes
The following matrix demonstrates the integration of the Education Professional Standards
Board Themes throughout the Masters of Arts in Teaching Mathematics program. Coded
according to categories in Bloom’s Taxonomy, the Themes may be discussed at the knowledge
level (K), they may be applied (A) as part the design of course assignments, or they may be
evaluated (E) as a critical element in the design of course assignments.
EPSB Themes For Masters of Arts in Teaching Mathematics
Diversity Assessment Literacy
Gap
Core Courses
ADM 630
Research
K
A
K
K
Research
project
Research
project
Research
project
Research
project
EDU 631
E
E
Theory
Case study
Case study
EDU 633
Curriculum
EDU 645
History
EDU 649
Research
K
E
K
K
Curriculum
project
Curriculum
project
Curriculum
project
Curriculum
project
K
K
K
K
Discussion
Paper
Discussion
Paper
Discussion
Paper
Discussion
Paper
K
K
K
K
Research
project
Research
project
Research
project
Research
project
K – Knowledge, A – Application, E – Evaluation
For ADM 630 candidates design an action research project to address a classroom, school or
district problem that requires the use or the collection of student data related to achievement or
school climate.
For EDU 631 candidates develop a case study of a student who presents a motivational problem
related to achievement. Student data is used as part of the evaluation process along with
interviews and other sources of information.
For EDU 633 candidates investigate and present trends in curriculum related to the improvement
of schools.
For EDU 645 candidates write a literature review based on the EPSB themes.
For EDU 649 candidates complete an action research project to address a classroom, school or
district problem that requires the use of survey data.
11
D. Program Faculty
Name
Highest
Degree,
Field, &
University
Assignment: Faculty
Indicate the Rank
role(s) of
(2)
the faculty
member (1)
Donald
Bennett
Ph.D.
Topology
University of
Kentucky
Department
Chair and
teaches math
courses
Full
Professor
Wesley
Calvert
Ph.D.
Logic
University of
Notre Dame
Teaches
mathematics
courses
Assistant
Professor
Rob
Donnelly
Ph.D.
Combinatorics
Univeristy of
North Carolina
Teaches
mathematics
courses
Associate
Professor
Scholarship (3),
Leadership in
Professional
Associations, and
Service (4); List up to
3 major contributions
in the past 3 years (5)*
Status
(FT/PT to
institution,
unit, and
program)
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
 "Computable Structures
of Scott Rank w1 CK in
familiar classes," with S.
S. Goncharov and J. F.
Knight (Updated
7/6/2005), Advances in
Logic (Proceedings of the
North Texas Logic
Conference, October 8-10, 2004), Contemporary
Mathematics 425 (2007),
American Mathematical
Society, pp. 49--66.
 "Index Sets for
Computable Structures,"
with V. Harizanov, J. F.
Knight, and S. Miller
(Updated 2/2/2006),
Algebra and Logic, 45
(2006) pp. 306--325.
 "Classification from a
Computable Viewpoint,"
with J. F. Knight
(Updated 6/15/2005) [An
improved version of this
paper appears in The
Bulletin of Symbolic
Logic 12 (2006), 191-218]
 "Solitary and edgeminimal bases for
representations of the
simple Lie algebra G2"
With S. J. Lewis and R.
Pervine. Discrete
Mathematics 306
(2006), 1285-1300.
 "Extremal bases for the
adjoint representations of
12
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
the simple Lie
algebras"Communicati
ons in Algebra 34
(2006), 3705-3742.
 "Constructions of
representations of rank
two semisimple Lie
algebras with distributive
lattices" With L. W.
Alverson II, S. J. Lewis,
and R. Pervine.
Electronic Journal of
Combinatorics 13
(2006), #R109. PDF, 44
pp.
Ken
Fairbanks
Ph.D.
Statistics
University of
Missouri
Teaches
mathematics
courses
Full
Professor
Renee
Fister
Ph.D.
Differential
Equations
University of
Tennesse
Teaches
mathematics
courses
Full
Professor
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
 K. R. Fister and J. H.
Donnelly,
Immunotherapy: An
Optimal Control Theory
Approach,
Mathematical
Biosciences and
Engineering, Vol. 2,
Issue 3, pg. 499-510,
August 2007.
 K. R. Fister and S.
Lenhart, Optimal
Harvesting in an AgeStructured Predator-Prey
System, Applied
Mathematics and
Optimization, Vol. 54,
pg. 1-15,
DOI:10.1007/s00245005-0847-9, 2006.
 L. G. dePillis, W. Gu, K.
R. Fister, T. Head, K.
Maples, A. Murugan, T.
Neal, and K. Yoshida,
Chemotherapy for
tumors: An analysis of
the dynamics and a study
of quadratic and linear
optimal controls, accepted
by Mathematical
Biosciences, May 2006.
13
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
Gibson,,
David
Ed.D.
Curriciculum
Insruction
Univesity of
Kentucky
Teacher
education
liaison,
Teaches
mathematics
and math
methods
courses
Teaches
mathematics
courses
Associate
Professor
Scott
Lewis
Ph.D.
Combinatorics
Providence
University
Maeve
McCarthy
Ph. D.
Differential
Equations
Rice University
Teaches
mathematics
courses
Associate
Professor
Chris
Mecklin
Ph.D.
Statistics
University of
Northern
Colorado
Teaches
mathematics
courses
Associate
Professor
Serves as education liaison
for math education
Associate
Professor
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
 Don Hinton, Maeve L.
McCarthy, Optimization
of the minimum
eigenvalue for a class of
second order differential
operators, Recent
Advances in Differential
Equations and
Mathematical Physics,
Nikolai Chernov, Yulia
Karpeshina, Ian W.
Knowles, Roger T. Lewis,
and Rudi Weikard,
University of Alabama at
Birmingham, Editors AMS, 2006, pp. 207-226.
(Abstract) (PDF)
 Robert Butera, Maeve L.
McCarthy, Analysis of
real-time numerical
integration methods
applied to dynamic clamp
experiments, Journal of
Neural Engineering 1
(2004) pp. 187-194.
(Abstract) (PDF)
 Ian W. Knowles, Maeve
L. McCarthy, Isospectral
membranes: a connection
between shape and
density, J. Phys. A: Math.
Gen. 37 (2004) pp. 81038109. (Abstract) (PDF)
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
14
Kelly
Pearson
Ph.D.
Algebraic
Topology
University of
Oregon
Teaches
mathematics
courses
Associate
Professor
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
John
Porter
Ph.D.
Analysis
Auburn
University
Residential
College Head,
teaches
mathematics
courses
Associate
Professor
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
David
Roach
Ph.D.
Approximation
Theory
Vanderbilt
University
Teaches
mathematics
courses
Associate
Professor
Ed Thome
Ph.D.
Analysis
Kansas State
University
Teaches
mathematics
courses
Associate
Professor
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
Omer
Yayenie
Ph.D.
Number
Theory
Temple
Universtity
Teaches
mathematics
courses
Assistant
Professor
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
Tan
Zhang
Ph.D.
Algebraic
Topology
Oregon
University
Teaches
mathematics
courses
Associate
Professor
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
Campoy,
Renee
Ed.D.
Curriculum &
Instruction
University of
Assistant Dean
(Part-time)
Teaches EDU
405 (part-time)
Professor
 Roach, D. W., and R.
Robinson, “Knot removal
using the bounding
tension spline”, Advances
in Constructive
Approximation, M.
Neamtu and E. B. Saff
(eds.), Nashboro Press,
pp. 467-476, 2004.
 Roach, D. W., D. Gibson,
and K. Weber, “Why is
the square root of 25 not
equal to plus or minus
five?”, Math ematics
Teacher, Vol. 97-1, pp
12-13, Jan 2004.
 Book: (2004) Case study
analysis in the classroom
 Presentation: (2006)
AERA
15
Full-time to
Institution,
Part-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Missouri-St.
Louis
NCATE
Director
Gill,
Sharon
Ruth
Ed. D,
Literacy,
University of
Cincinnati
Professor
Professor
Hansen,
Jacqueline
Ed.D.
Educational
Administration,
Curriculum and
Instruction;
University of
NebraskaLincoln
Elementary
Program
Coordinator,
Extended
Campus
Coordinator,
Teaches
graduate &
undergraduate
courses r
Associate
Professor
Jacobs,
Martin
Ed.D.
Curriculum &
Instruction,
Florida
International
University
Teaches
graduate &
undergraduate
curriculum
courses
Professor
 BOE Team member:
(2005-present)
Part-time to
Program
 Multiple publications in
Reading Teacher
including: The forgotten
genre of children’s
poetry; Teaching rimes
with shared reading;
Reading with Amy.
 51st Annual Convention
of the International
Reading Association
Program Co-Chair for
PRTE (Professors of
reading Teacher
Educators)
 Reviewer for The Reading
Teacher and The Reading
Professor
 Education writer for
stamp services division of
the USPS – helped to
create 12 education kits
celebrating Black
Heritage Month and
National Stamp
Collecting Month.
 Kentucky Association of
Teacher Educators
(President), BOE team
member and state chair;
MSU Academic Council,
Undergraduate Studies,
and University Studies
Committees
 Presented at Phi Delta
Kappa International
Educational Summit and
International Reading
Association Conference
 Presentations at Kentucky
Association of Teacher
Education (2005, 2006)
 Presentation at Kentucky
Association of Colleges
of Teacher Education
(2005)
 Presentations at
Southeastern Regional
Association of Teacher
Educators (2004)
 College Head, SpringerFranklin (2005-2007)
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
16
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
 Department Chair,
Herr,
Stephen
Ed.D
Teachers
College,
Columbia
University
Teaches
foundations
courses
Assistant
Professor
Adolescent, Career and
Special Education (20042005)
Presentation: (2006)
Kentucky Association of
Teacher Educators, A
history of faith and
knowledge
COE representative at
Faculty Senate
Book: (2005) Cooperate
and feel great.
Presentations: (2006)
NCSS, KCSS, KMSA
REA, ACCTE
•
•
Holliday,
Dwight
Kem,
Lee
Ph.D,
C&I
University of
Southern
Mississippi
Ph.D.
Educational
Psychology
Southern IL
University at
Carbondale
Director of
Middle School
Academic
Achievement
grant. Teaches
middle school
courses
Associate
Professor
Assistant
Professor
•
•
Associate
Professor
 National Academic
Advising Association,
Elected: Chair of
National Advising
Education Majors
Commission
 Article with Navan in
Ideaccion, The Spanish
Journal of Giftedness
(2005)
 Article in NACADA
Clearinghouse of
Academic Advising
Resources (2005)
17
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
E. Curriculum Contract/Guidesheets
Revised 1/08
Murray State University
Master of Arts in Teaching Mathematics Degree
Secondary Grades (8-12)
Program Guide Sheet
2006-2008 Graduate Bulletin
The Master of Arts in Teaching Mathematics is located in the Department of Mathematics and is designed for certified
teachers who wish to strengthen their background in mathematics and keep up with current information in educational theory,
curriculum and research. The program provides for both reasonable depth in the mathematics area and graduate-level
exposure in supporting disciplines. The education component is designed to meet the requirements for the renewal of the
provisional teaching certificate and advancement to the Rank II classification. The student’s progress is continuously
assessed using established program checkpoints and portfolio entries addressing Kentucky performance standards.
The 36 credit hour program is pre-planned with a graduate advisor. Each graduate student’s progress is continuously
assessed throughout the program with a portfolio using course assignments and evaluations addressing the Kentucky
Experienced Teacher Standards. Applicants must hold a Secondary Provisional Certificate or its equivalent. A minimum
grade point average of 3.0 is required for graduation. Exit Assessment: Portfolio, Verification of GPA and Program of
Studies.
Professional Education - Core Courses (15 hours)
ADM 630 Methods of Educational Research*
EDU 631 Application of Motivation and Learning Principles to the Classroom
EDU 633 Curriculum Development
EDU 645 History of Education in the United States
EDU 649 Research in Education*
3____
3____
3____
3____
3____
Content Course Requirements - Content Specialization (21 hours)
3 hours of 600 level MAT courses
MAT_______________________________________
3____
15-18 hours of 500 or 600 level MAT courses
MAT_______________________________________
MAT_______________________________________
MAT_______________________________________
MAT_______________________________________
MAT_______________________________________
MAT_______________________________________
3____
3____
3____
3____
3____
(3)____
(optional)
0-3 hours of 500 or 600 level courses in supporting field of science
__________________________________________
(optional)
(3)____
The student and advisor have discussed this program and agree to the foregoing plan. An official MSU Graduate Program
form must also be completed and submitted prior to completion of the first course taken. The Program form is approved by a
graduate advisor and the Collegiate Graduate Coordinator.
__________________________ ___
_____________________________
___________
Student’s Signature
Advisor’s Signature
Date
*ADM 630 and EDU 649 must be taken in sequence, with EDU 649 taken the semester following ADM 630 .
18
F. Syllabi
SEE LINKS FOR:
http://coekate.murraystate.edu/ncate/manager/syllabi/
EDU 633
EDU 631
EDU 645
EDU 649
ADM 630
MAT 550
MAT 551
University Studies (US) BA Degree Requirements, Revised April 7, 2005