Elementary Mathematics Education, Post-Baccalaureate Certificate

Graduate Coordinator: Dr. Shelby Morge

The Elementary Mathematics Education Post-Baccalaureate Certificate is a practitioner-oriented program designed to sharpen instructional expertise, develop teaching skill, deepen mathematics knowledge, and promote leadership in mathematics education. Successful completion of the six certificate courses leads to add-on mathematics licensure at the elementary level (approved by the North Carolina State Board of Education in 2009). Each of the six courses in the Program of Study is distinguished by a focus on a high-leverage teaching practice, a primary area of mathematics necessary for successfully teaching elementary school mathematics and a secondary area of mathematical content. The primary content area provides the context for exemplifying the high-leverage teaching practice. The secondary content area demonstrates the transfer of the high-leverage teaching practice to other content strands. The certificate program serves individuals who wish to expand their knowledge of mathematics and instructional practices. Some of the courses may be applied towards existing degree programs. The certificate program incorporates the conceptual framework which is common to all teacher education programs at UNCW: The Watson College of Education develops highly competent professionals to serve in educational leadership roles. This certificate program is offered in a blended model of asynchronous and synchronous online delivery methods.

Targeted Audience: K-5 Licensed Teachers

Program Goals 

The graduate certificate program in Elementary Mathematics Education seeks to develop elementary mathematics teachers who have:

• Developed and improved content knowledge in the areas of number systems and operations; rational numbers and operations; spatial orientation and visualization; measurement and data analysis; fostering the development of algebraic reasoning including patterns structure, conjecture, generalizations and proof; and algebraic operations as generalized arithmetic.
• Demonstrated conceptual and procedural understanding of mathematics content.
• Demonstrated how deeper knowledge of subject matter enhances problem solving, critical thinking, and other 21st century skills.
• Made connections to practice, the NC Standard Course of Study and the Common Core Standards, by focusing on a thorough development of basic mathematical ideas and skills, with an emphasis on understanding the sequential nature of mathematics and the mathematical structures inherent in the content strands.
• Developed their abilities to use various strategies (such as formative assessments) to reach diverse students and to create environments that support differentiated mathematics teaching and learning. 
• Participated knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications. 
• Developed their use of technology to improve teaching and learning mathematics.