### The Master of Mathematics Degree

The Master of Mathematics degree is designed primarily for students who seek a broad, thorough training in mathematics which includes course work specifically designed to meet the needs of secondary-school teachers for whom SC certification is not an issue, and for those intending to teach at the junior/community college level.

The M.M. degree requires 30 approved semester hours of graduate course work, up to 6 hours of which may be outside the departments of mathematics, computer science, and statistics. A core of four courses is required of all students: MATH 701-I, 702-I, 703-I, and 704-I.

In addition, students must include in their program (if similar courses have not been taken previously) a course in geometry (chosen from MATH 531 or 736-I) and a course in linear algebra (MATH 526 or 544). To ensure breadth in the program of study, the remaining course work should include courses in discrete mathematics, number theory, and probability and statistics.

Each candidate for the M.M. degree is required to pass a written Comprehensive Examination, which is based primarily on the four core courses. The examination will consist of two, two-to-three hour written examinations. Students should take the Comprehensive Examination immediately upon completion of the core courses.

### The Master of Arts in Teaching

The M.A.T. in mathematics is offered by the Department of Mathematics jointly with the College of Education. This degree program is designed specifically for students who wish to obtain teaching certification in mathematics at the secondary level.

The M.A.T. degree requires 30 approved semester hours of graduate-level course work in mathematics and education (exclusive of directed teaching), no less than 6 and no more than 15 of which may be in education, and at least 15 of which must be in mathematics or statistics. The individual student's program is planned according to that student's background and goals. At least half of the student's course work must be numbered 700 or higher.

Each student's program of study must include at least one course in geometry (chosen from MATH 531 or 736-I), algebraic structures (MATH 701-I), real analysis (MATH 703-I), statistics (STAT 509 or STAT 515-516), and number theory (MATH 780-I). If equivalent courses have already been taken, then appropriate substitutions will be made.

Unless previously taken, the student must also take upper division courses in linear algebra (MATH 526 or 544) and discrete mathematics (MATH 574). Normally theses two courses are taken prior to full admission to the program.

Course work in education must include human growth and development (EDPY 705), foundations of education (EDFN 749), a curriculum course (EDSE 770), a reading course (EDRD 518 or 730), and methods of teaching (EDSE 764).

The student must also complete an 18-semester-hour program of methods and internship in mathematics (EDSE 550, 584, 778A and 778B). Students must apply for admission to the professional program and internship through the College of Education's Office of Student Affairs early in the fall or spring semester prior to the semester of Internship B.

Upon admission to the M.A.T. program, the student is assigned a faculty advisor in mathematics to assist in the development of the mathematics portion of the program. Approval of the candidate's program will be granted by a committee of three faculty members, consisting of the faculty advisor in mathematics, the faculty advisor in education, and a faculty member from either mathematics or education.

Each student must maintain a B average on all graduate-level course work in mathematics and a B average on all graduate-level course work in education.

Candidates for the M.A.T. degree are required to pass a written Comprehensive Examination covering their program of study and emphasizing the theoretical underpinnings of calculus, the basic forms of mathematical reasoning, argumentation, and proof, a repertoire of fundamental examples and counter-examples, problem solving, and insight into how these can inform the teaching of secondary mathematics. Geometric and statistical reasoning will frequently be called upon; students will generally be free to draw on their knowledge of any of analysis, algebra, discrete mathematics, or number theory as they see fit to demonstrate forms of mathematical argumentation and proof.