Mathematics
BSEd Mathematics Education Program Mission
The mission of the program is to graduate prepared pre-service secondary mathematics teachers. Prepared pre-service teachers demonstrate high-tech skills, appropriate dispositions, content knowledge, and instructional practices to teach all their students.
BSEd Mathematics Education Program Goals and Outcomes
Student Learning Goals | Student Learning Outcomes |
---|---|
TEU SLG 1: The teacher candidate demonstrates knowledge of how learners grow and develop; and designs and implements developmentally appropriate and challenging learning experiences. | TEU SLO 1.1: The teacher candidate demonstrates knowledge of how learners grow and develop. |
TEU SLO 1.2: The teacher candidate responds respectfully to developmental needs in the design and implementation of appropriate and challenging learning experiences. | |
TEU SLG 2: The teacher candidate uses professional knowledge of individual differences and diversity to ensure inclusive, successful learning environments. | TEU SLO 2.1: The teacher candidate demonstrates respectful, professional knowledge of individual differences and diversity. |
TEU SLO 2.2: The teacher candidate uses understanding of learners’ commonalities and individual differences to design inclusive learning experiences that empower success. | |
TEU SLG 3: The teacher candidate works with others to create environments that support individual and collaborative learning. | TEU SLO 3.1: The teacher candidate collaborates and communicates with others to build a positive learning climate marked by respect, rigor, and responsibility. |
TEU SLO 3.2: The teacher candidate manages the learning environment to engage learners actively in individual and collaborative learning. | |
SLG 4: The secondary mathematics candidate demonstrates and applies core mathematics content knowledge applicable to its instruction. | SLO 4.1: The secondary mathematics candidate solves problems that require applying their knowledge of algebra, geometry, probability and statistics, mathematical systems, and calculus. |
SLO 4.2: The secondary mathematics candidate articulates mathematical concepts and effectively communicates them to students using appropriate mathematical vocabulary and terminology. | |
SLG 5: The secondary mathematics candidate demonstrates the interconnectedness of mathematical ideas and how they build on one another. | SLO 5.1: The teacher candidate demonstrates connections between mathematical ideas and connections across content areas, including how ideas build on one another and apply to authentic contexts. |
TEU SLO 5.2: The teacher candidate engages learners with higher-order thinking about the content (i.e. critical thinking, perspective-taking, creativity, collaborative work, and communication). | |
SLO 5.3: The teacher candidate demonstrates how contributions of historically significant figures and contributions of diverse cultures were involved in shaping the perspective and development of mathematics. | |
TEU SLG 6: The teacher candidate can articulate and use multiple methods of assessment. | TEU SLO 6.1: The teacher candidate can articulate and use multiple methods of assessment to fairly demonstrate the full extent of student learning. |
TEU SLO 6.2: The teacher candidate uses, and engages learners in using, assessments aligned with learning expectations to monitor, support, and document growth. | |
TEU SLG 7: The teacher candidate plans instruction that supports every student in meeting rigorous learning goals. | TEU SLO 7.1: The teacher candidate selects, creates, plans, and sequences varied instructional activities to support the growth of all students toward rigorous curriculum goals. |
TEU SLO 7.2: The teacher candidate uses formative and summative assessment information to systematically adjust instruction to assist varied students’ learning needs. | |
TEU SLO 7.3: The teacher candidate collaborates and communicates (i.e. with colleagues, specialists, community resources, families, and learners) to meet individual learning needs. | |
TEU SLG 8: The teacher candidate plans and uses a variety of instructional strategies to encourage learners to develop deep comprehension and apply knowledge in meaningful ways. | TEU SLO 8.1: The teacher candidate can reflectively select and use a variety of instructional strategies, including appropriate, current instructional technologies, to make learning accessible to all learners. |
TEU SLO 8.2: The teacher candidate applies instructional strategies which encourage learners to develop deep comprehension and apply knowledge in meaningful ways (including students’ digital literacy). | |
TEU SLG 9: The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate their practice. | TEU SLO 9.1: The teacher candidate takes responsibility for evidence-based strengths and weaknesses in their practices, engaging in ongoing professional learning. |
TEU SLO 9.2: The teacher candidate practices the profession in an ethical manner, considering the effects of their decisions and actions on others. | |
TEU SLG 10: The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning. | TEU SLO 10.1: The teacher candidate seeks appropriate leadership roles and opportunities to advance the profession. |
TEU SLO 10.2: The teacher candidate takes responsibility to communicate and collaborate in positive ways that will benefit students and the learning community. |
Bachelor of Arts with a Major in Mathematics
General Education | ||
General Education Courses | 40 | |
Required Core | 27 | |
Calculus I | ||
Calculus II | ||
Math Proof and Problem Solving | ||
Calculus III | ||
Differential Equations | ||
Linear Algebra | ||
Mathematical Programming and Modeling | ||
Elect from the following (Including at least 12 credits of 400 level coursework) | 14 | |
MATH 294 | ||
Number Theory | ||
History of Mathematics | ||
Abstract Algebra | ||
Probability and Statistics I | ||
Probability and Statistics II | ||
Real Analysis | ||
Complex Analysis | ||
Partial Differential Equations | ||
Numerical Analysis | ||
Directed Research in Math ^{**} | ||
*No more than 2 credits of MATH 294 can be used as an elective. | ||
**No more than 4 credits of MATH 494 can be used as an elective. | ||
Required Support Course | 4 | |
Introduction to Visual Programming | ||
Computer Science I | ||
Electives | 35 | |
Including a second major, or a minor, or two areas of concentration. | ||
Total Hours | 120 |
Bachelor of Science in Education with a Major in Mathematics
General Education | ||
General Education Courses ^{*1} | 36 | |
Required Core | 41 | |
Calculus I | ||
Calculus II | ||
Math Proof and Problem Solving | ||
Linear Algebra | ||
Mathematical Programming and Modeling | ||
Number Theory | ||
Algebra for Secondary Teachers | ||
College Geometry | ||
History of Mathematics | ||
Directed Project in Mathematics Education | ||
Probability and Statistics I | ||
Probability and Statistics II | ||
Required Support Course | 4 | |
Select one of the following: | ||
Introductory Programming and Big Data | ||
Introduction to Visual Programming | ||
Computer Science I | ||
Professional Education Sequence | 39 | |
May be taken prior to admission to Teacher Education | ||
Educational Psychology | ||
Clinical I | ||
Managing the Learning Environment | ||
Clinical II | ||
Teaching Diverse Learners | ||
Clinical III | ||
Curriculum, Planning, and Assessment I | ||
Clinical IV | ||
Clinical V | ||
Fall Experience | ||
Technology in Teaching | ||
Child and Adolescent Psychology | ||
Introduction to Exceptional Children | ||
Diversity in America | ||
May be taken only after admission to Teacher Education | ||
Data Driven Integrated Instruction | ||
The following courses are taken at the same time within a semester: | ||
Group 1 | ||
Secondary Math Practicum | ||
Secondary Mathematics Teaching Methods | ||
Praxis Subject Area Exam Preparation | ||
Group 2 | ||
Student Teaching Seminar: Secondary | ||
or ED 484 | Student Teaching Seminar: K12 | |
or ED 482 | Student Teaching Seminar: Elementary | |
Student Teaching, Secondary | ||
Total Hours | 120 |
- ^{ 1 }
Math 165 is required for the math general education requirement
Additional Program Requirement: take the PRAXIS II Subject Area exam and the PRAXIS II Principles of Learning and Teaching: Grades 7-12 exam before completing the program
Mathematics Minor (Non-Teaching)
Required Core | ||
MATH 165 | Calculus I | 4 |
MATH 166 | Calculus II | 4 |
MATH 205 | Math Proof and Problem Solving | 3 |
or MATH 208 | Discrete Mathematics I | |
MATH 305 | Linear Algebra | 4 |
Select two Math Electives from 200, 300, or 400 level courses or DATA 211 ^{1} | 6-8 | |
Total Hours | 21-23 |
- ^{ 1 }
Excluding: MATH 277 Mathematics for Elementary Teachers I, MATH 377 Mathematics for Elementary Teachers II,
MATH 378 Mathematics for Elementary Teachers III, MATH 381 Secondary Math Practicum,
MATH 385 Directed Project in Mathematics Education, MATH 391 Secondary Mathematics Teaching Methods, and
MATH 392 Praxis Subject Area Exam Preparation
Mathematics Minor (Teaching)
Required Core | ||
MATH 165 | Calculus I | 4 |
MATH 166 | Calculus II | 4 |
MATH 205 | Math Proof and Problem Solving | 3 |
MATH 210 | Elementary Statistics | 4 |
or DATA 211 | Applied Statistics and Data Visualization | |
MATH 305 | Linear Algebra | 4 |
MATH 320 | Number Theory | 3 |
MATH 330 | College Geometry | 4 |
MATH 381 | Secondary Math Practicum | 1 |
MATH 391 | Secondary Mathematics Teaching Methods | 3 |
Required Support Course | ||
Select one of the following: | 4 | |
Introductory Programming and Big Data | ||
Introduction to Visual Programming | ||
Computer Science I | ||
Optional Support Courses | ||
MATH 385 | Directed Project in Mathematics Education | *0.5 |
MATH 392 | Praxis Subject Area Exam Preparation | *0.5 |
Total Hours | 34 |
- *
credits excluded from Total Hours
Additional Program Requirement: take the PRAXIS II Subject Area exam and the PRAXIS II Principles of Learning and Teaching: Grades 7-12 exam before completing the program
Applied Statistics Minor
Required Core | ||
MATH 146 | Applied Calculus | 3 |
or MATH 147 | Applied Calculus II | |
or MATH 166 | Calculus II | |
MATH 210 | Elementary Statistics | 4 |
or DATA 211 | Applied Statistics and Data Visualization | |
MATH 305 | Linear Algebra | 4 |
Select three of the following courses: | 12 | |
Linear Models | ||
MATH 346 | ||
Probability and Statistics I | ||
Probability and Statistics II | ||
Total Hours | 23 |
Mathematics Concentration
Select 12 credits from the following: ^{1} | 12 | |
Applied Statistics and Data Visualization | ||
College Trigonometry | ||
or higher-numbered MATH courses | ||
Total Hours | 12 |
- ^{ 1 }
Excluding: MATH 201H Environmental Mathematics, MATH 277 Mathematics for Elementary Teachers I, MATH 377 Mathematics for Elementary Teachers II, MATH 378 Mathematics for Elementary Teachers III, MATH 381 Secondary Math Practicum, MATH 391 Secondary Mathematics Teaching Methods, and MATH 392 Praxis Subject Area Exam Preparation
Applied Statistics Concentration
Select three of the following courses: | 12 | |
Elementary Statistics | ||
or DATA 211 | Applied Statistics and Data Visualization | |
Linear Models | ||
MATH 346 | ||
Probability and Statistics I | ||
Probability and Statistics II | ||
Total Hours | 12 |