Principle 1: Teachers benefit from active and contextual learning.

The MSMME program provides opportunities for teachers to try out ideas in their own classrooms. Their students become a source of data for investigations and applications ranging from learning theory to mathematical modeling. To varying degrees, MSMME courses include the following experiences:

  1. Classroom Experiments are short-term assignments that engage teachers and their students in exploring new mathematics content, teaching strategies, or theory.
  2. Living Laboratory projects are embedded in each pedagogy course and become part of the program portfolio. Teachers may research and investigate a key issue; experiment and report results regarding a strategy; model and reflect on a scenario through simulation or role play; or otherwise engage in applied professional learning.
  3. Action Research provides an opportunity to more formally develop a question about teaching, design an intervention, collect and analyze data, and reflect on results and next steps.

Principle 2: Teachers benefit from reflection and similar metacognitive processes.

Throughout the MSMME program, teachers will build a portfolio of work representing their progress through the curriculum. A formative self-assessment in the form of a written reflection is created for each course in the program. Each course reflection will include:

  1. A description of the Living Laboratory project (in the case of pedagogy courses) or the Signature Assignment (in the case of content courses), as well as the Action Research project if appropriate.
  2. A discussion of how the course supports the teacher's professional growth
  3. A clear connection to standards for content and practice as stated in the CCSS and PSSM (see below)

In preparation for completion of the MSMME program, teachers will prepare a summative self-assessment demonstrating a synthesis of knowledge gained from their coursework and applied experiences. This final reflection addresses mathematics standards, knowledge of mathematics content and practices, and teaching and learning mathematics, and provides evidence of growth in at least some of these areas. The summative reflection may take two forms:

  1. A formal paper addressing all of the components described above
  2. An electronic presentation (audio/video or audio with screen capture) in the form of a "TED Talk" supported by a written outline of key ideas.

Principle 3: Curriculum choices should be influenced by standards.

NCTM Standards

The MSMME program incorporates the standards and principles for K-12 mathematics adopted by the National Council of Teachers of Mathematics.

Click here for an overview of the NCTM Principles and Standards for School Mathematics.

Common Core State Standards

The Common Core State Standards will influence mathematics curriculum and assessment for the foreseeable future. The MSMME program addresses the standards and mathematical practices emphasized in the Common Core.

Click here for an overview of the Common Core State Standards for Mathematics.

Principle 4: Curriculum should be focused and coherent.

The MSMME faculty believe that each course in the program should be solidly based on and clearly connected to current standards for content, practice, and professional growth. This is a work in progress as we continuously improve program offerings and requirements, revise course content, and collaboratively identify key content and objectives for each course.

Under Construction:

  1. A program matrix that will cross-reference each course with the CCSS and PSSM standards
  2. Indicators showing how each MSMME course is relevant to the secondary curriculum
  3. A summary of Living Laboratories and Signature Assignments for each course
  4. A fact sheet for each course listing overall objectives and key content





Updated: 10/22/2012