Courses

The listing of a course description here does not guarantee a course’s being offered in a particular term. Please refer to the published schedule of classes on the MyBU Student Portal for confirmation a class is actually being taught and for specific course meeting dates and times.

• WED ME 504: Mathematical Reasoning in the Elementary Grades: Algebra, Geometry, & Statistics
  Graduate Prerequisites: (SEDME503) - Designed for students majoring in elementary education, special education, and deaf education preparing to teach children in grades 1-6. Students explore: pre- algebra, proportional reasoning, geometry, measurement, and statistics. Students also examine their own mathematical identity and connect these ideas to the elementary classroom. 4 cr. Either sem.
• WED ME 506: Pre-Practicum in Mathematics Education
  Undergraduate Prerequisites: (SEDME508) - Graduate Prerequisites: Open only to matriculated graduate students who have completed prerequ isites. - Course consists of observation of a secondary teacher that includes questioning, data collecting, and debriefing. Students create and implement lessons in their placement focusing on co-teaching, small group, and whole class lessons. Students reflect on observations and lessons in seminar.
• WED ME 507: Student-Teaching Practicum: Mathematics, 5-8
  Graduate Prerequisites: Open only to matriculated graduate students who have completed prerequ isites. - Student teaching: a full-time experience in a selected school under joint supervision of a mentor supervising practitioner and a university program supervisor. Fldwk w/ seminar. Meets minimum required hours by DESE. 8 cr.
• WED ME 508: Student-Teaching Practicum: Mathematics, 8-12
  Graduate Prerequisites: Open only to matriculated graduate students who have completed prerequ isites. - Student teaching: a full-time experience in a selected school under joint supervision of a mentor supervising practitioner and a university program supervisor. Fldwk w/ seminar. Meets minimum required hours by DESE. 8 cr.
• WED ME 525: Assessment in Mathematics
  Course introduces the theory and practice of assessment in mathematics and prepares teachers to apply research-supported assessment techniques in their classrooms. Students will also discuss equity-related issues of assessment practices, including biases, assumptions, and providing opportunities to demonstrate mathematical understanding. 2 cr. Either sem.
• WED ME 526: Advanced Equitable Assessment in Mathematics
  Prerequisites: WEDME 525. - Interrogates traditional assessment methods in mathematics classrooms and provides research for the need to change these practices to support all students' learning. Students will gather evidence to argue for better assessment practices in schools and skills to implement these practices.
• WED ME 530: Equitable Pedagogies in STEM Education
  Interrogates how race, class, language, and culture affect students' opportunities to learn mathematics and science. Different pedagogies (e.g., culturally responsive teaching, teaching for social justice) that target these opportunity gaps are introduced, discussed, and debated. 2 cr. Either sem.
• WED ME 534: Strategies that Support Equitable Collaborative Learning in Mathematics
  Course focuses on research-based practices that support mathematical learners' collective sense-making and collaborative problem-solving. Develops classroom management techniques to support collaborative group creation and support can lead to all students and their contributions are recognized as mathematically competent and valued.
• WED ME 538: Game-Based Learning in Mathematics
  Course provides overview of game-based learning in mathematical spaces and explores the mathematical structures rooted in games. Students have opportunities to design, practice, and research game-based learning principles in action.
• WED ME 545: Methods of Teaching Mathematics: Elementary
  Undergraduate Prerequisites: (SEDME503 OR CASMA107) - Supports teachers seeking initial licensure to learn to cultivate equitable mathematics learning environments that enable students in grades 1-6 to develop deep, conceptual understanding of key mathematical ideas, fluency with mathematical procedures, and productive mathematics identities. 4 cr. Either sem.
• WED ME 546: Methods of Teaching Mathematics: Middle School
  Supports teachers seeking initial licensure to learn to cultivate equitable mathematics learning environments in ways that enable students in grades 5-8 to develop deep, conceptual understanding of key ideas, fluency with mathematical procedures, and productive mathematics identities. Variable credit. Either sem.
• WED ME 547: Methods of Teaching Mathematics: High School
  Supports teachers seeking initial licensure to learn to cultivate equitable mathematics learning environments that enable students in grades 8-12 to develop deep, conceptual understanding of key ideas, fluency with mathematical procedures, and productive mathematics identities. Variable credit. Either sem.
• WED ME 558: Mathematics Curriculum: Programs, Issues, and Trends
  Examines how mathematics curriculum communicates and influences the nature of mathematics found in classrooms. Analyzes the historical and political dimensions of curriculum, and how curriculum has been impacted by, and impacts, beliefs about who should be successful in mathematics. 4 cr. 1st sem.
• WED ME 559: Mathematics for Teaching: Geometry
  Revisits geometry from an advanced perspective, preparing teachers to teach geometry with understanding. Topics such as transformations, proof, Euclidean, and non-Euclidean geometries, manipulative materials, technology, standards, and curriculum in the teaching and learning of geometry. 4 cr.
• WED ME 560: Mathematics for Teaching: Algebra
  Designed to support participants (re)consider how algebraic instructional materials enable students to access and attend to mathematics in different ways. Topics include variables, patterns, functions, linear algebra, manipulatives, technology, standards, and curriculum in the teaching and learning of algebra. 4cr. Either sem.
• WED ME 563: Problem Solving in Mathematics
  This course engages participants in collaborative problem solving and problem posing while exploring the role of productive struggle in the teaching and learning of mathematics. Effective Spring 2019, this course fulfills a single unit in each of the following BU Hub areas: Oral and/or Signed Communication, Quantitative Reasoning I, Critical Thinking. 4cr. Either sem.
  BU Hub Learn More

  • Critical Thinking
  • Oral and/or Signed Communication
  • Quantitative Reasoning I
• WED ME 565: Mathematics for Teaching: Calculus
  Graduate Prerequisites: CAS MA123, 124, 225, and 226 - Prepares teachers to understand the gatekeeping role of calculus in schools, with specific focus on equity and politics. Topics such as limits, derivatives, integrals, approximation, applications, and modeling are revisited with a focus on teaching and learning for understanding. 4 cr. Either sem.
• WED ME 568: The Design of Mathematics Curriculum
  Considers how to design tasks that compel students to explore challenging mathematical ideas, make new connections, develop arguments and justifications, and spur curiosity and delight by examining the design principles of high-quality mathematics curriculum.
• WED ME 589: Designing Professional Development Programs in Mathematics Education
  Graduate Prerequisites: (SEDME558) Matriculated Graduate Students who have completed SEDME558 - Students examine models for the professional development of mathematics teachers; conduct needs assessment of the teachers in their target groups; and design professional development programs that respond to those needs. Programs focus on upgrading mathematical content knowledge and pedagogical and assessment practices. 4cr.
• WED ME 615: Facilitating More Equitable Mathematics Discussions
  Course investigates planning and facilitation of whole class mathematics discussions. Attends to selecting and sequencing ideas in a discussion, supporting students in engaging with others' ideas, representing and recording ideas in public spaces, connecting ideas within discussions, and concluding discussions.