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中级教学文学硕士-数学

Master of Arts in Teaching Middle Grades - Mathematics

蒙特克莱尔州立大学

Montclair State University

US美国

  • 学历文凭

    学历文凭

    Masters Degree

  • 专业院系

    专业院系

    Department of Mathematical Sciences

  • 开学时间

    开学时间

  • 课程时长

    课程时长

  • 课程学费

    课程学费

    汇率提示

国际学生入学条件

The Graduate School requires the equivalent of a U.S. bachelor's degree in order to be eligible to apply for a graduate program
Transcript: One from each college attended.
Letters of Recommendation: Two. Fall 2020 applicants are only required to submit one letter of recommendation.
A minimum TOEFL score of at least 83 on the internet-based test (iBT) or 62 on the paper-based test (pBT).
For IELTS test takers, the minimum required score is 6.5.
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  • 雅思总分:6.5
  • 托福网考总分:83
  • 托福笔试总分:160
  • 其他语言考试:Duolingo English Test minimum Score – 105.

CRICOS代码:
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课程简介

文学硕士学位课程的主要目标是教授中级数学,以增加新泽西州中级数学老师的数学知识和相关的教学技能。该课程是为拥有新泽西州教学证书的教师而设计的,该学科除数学以外的其他学科以及与之密切相关的领域,这些学科正在为中级数学教学或为此类作业做准备。该学习计划为教师提供了对学校数学基础原理的广泛理解,同时与他们将要教的数学建立了联系,同时也为他们做好了成为学校,地区甚至州和地区领导者的准备。水平。通用核心州标准数学(CCSSM)已纳入我们的整个计划。成功完成这十一门课程的教师将能够在CCSSM框架内跨数学课程并与其他
The primary objective of the Master of Arts degree, Teaching Middle Grades Mathematics is to increase the mathematical knowledge and related pedagogical skills of New Jersey middle grades mathematics teachers. The program is designed for teachers with New Jersey teaching certificates in disciplines other than mathematics and closely related fields who are teaching mathematics in the middle grades or preparing for such an assignment. The program of study provides teachers with a broad understanding of the fundamental principles underlying school mathematics while making connections to the mathematics they will teach and at the same time preparing them to be leaders in their schools, districts, and perhaps, at the state and regional level. The Common Core State Standards Mathematics (CCSSM) has been incorporated into our whole program. Teachers who successfully complete the sequence of eleven courses will be able to make connections across the mathematics curriculum and to other disciplines with in the framework of the CCSSM. Their increased content knowledge and pedagogical skill will result in an observable, enhanced level of enthusiasm and comfort with mathematics, which will in turn foster a deeper understanding, and appreciation of mathematics in both their students and their colleagues.
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