Mathematics Education Program
Department of Mathematics and Science Education |
Room 105 Aderhold Hall | Phone: (706) 542-4194
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to the Mathematics Education page.
The Mathematics Education Program has a mission that includes
teaching, research, and service consistent with the broader missions
of the College of Education and the University in these areas.
First, teacher education in mathematics is a central responsibility
of the program. This broad responsibility stresses the identification
and development of potential at every level. These levels include
undergraduate, graduate, and post-graduate study; they include
preservice and inservice programs; they include faculty development
in teacher education. Two unique roles for teacher education within
a research university are the development of model programs and
the experimentation that can lead to improvement. These are priority
activities for us.
Second, the program mission includes a commitment to the schools
who cooperate in service activities. These include courses, inservice
degree programs, staff development, advising, curriculum development,
research, and evaluation. Collaboration with school personnel
to work together for the improvement of mathematics education
is an important vehicle for accomplishing outreach commitments.
Third, our mission includes activities for leadership and service
at the policy level. This includes roles for the State Department
of Education and service to state, regional, national, and international
organizations.
Fourth, the program accepts the responsibility to contribute to
the advancement of the discipline of mathematics education through
leadership, research, exemplary instruction, service, and other
scholarly activities. This mission begins with a fundamental commitment
of encouraging, supporting, and sustaining individual scholarship.
It continues with the necessity of making collective efforts to
transcend the sum of individual efforts.
Fifth, our mission includes program development and curriculum
development. These activities require the same level of scholarship
as other aspects of our mission. Research and evaluation related
to program development are part of the mission.
Sixth, research is central to the mission of the program. We must
support, maintain, and encourage individual and collective faculty
research efforts. Scholarly productivity enhances the knowledge
base of the discipline, informs instruction and practice, and
creates new opportunities for service.
Seventh, we wish to maintain, continuously monitor, and improve
programs for the Bachelor of Science in Education, the Master
of Education, the Master of Arts, the Specialist in Education,
and the Doctor of Philosophy degrees with a major in mathematics
education. These programs should reflect the needs of the field
of mathematics education and the best judgment and scholarship
available for program elements and program improvement.
Eighth, a responsible and productive doctoral program at the University
of Georgia requires research activities at the forefront of the
field, recruitment and support of the best available doctoral
candidates, and constant monitoring and improvement of the program.
The Doctor of Philosophy degree is essential for our continued
position among leading doctoral programs in mathematics education.
Finally, mathematics education courses support the program and
instruction in degree programs of other departments. The responsibilities
for exemplary instruction, program monitoring, and program improvement
are an important part of our programmission.
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to the Mathematics Education page.