Secondary Education, Initial Teacher Licensure Concentration, Mathematics, BA/BS

Major
On Campus, Day
Mathematics
a student using a calculator in a mathematics classroom

In Short

Students within our mathematics major can pursue initial licensure as high school mathematics teachers.

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What will I do?
  • Develop effective thinking and communication skills
  • Learn to link applications and theory
  • Learn to use technological tools
  • Develop mathematical independence and experience open-ended inquiry

Program Overview

This program provides students with both a broad introduction to high school teaching and specific instruction in the theory, research and practice of secondary mathematics teaching. Students engage in field-based experiences in the school setting supervised by our faculty through on-site pre-practicum experiences coupled with each teaching course and a formal teaching practicum as the capstone experience.

Students pursuing this option will have to fulfill the degree requirements for the mathematics major with some restricted electives, as well as the requirements for initial teacher licensure in secondary education.

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Experiential Opportunities

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Practicum

The purpose of the student teaching practicum/internship is to provide candidates who have reached the teacher candidacy stage of their academic programs with hands-on experience in an approved school setting.    
Read more about: Practicum
student teacher in Nambale Magnet School, Kenya

Study Abroad

Faculty-led study abroad course opportunities increase student life-transforming experiences, as do student/faculty cooperative research projects.
Read more about: Study Abroad

Curriculum and Other Information

Undergraduate Day Tuition and Fees

Develop effective thinking and communication skills.

  1. state problems carefully, articulate assumptions, understand the importance of precise defi- nition, and reason logically to conclusions;
  2. identify and model essential features of a complex situation, modify models as necessary for tractability, and draw useful conclusions;
  3. deduce general principles from particular instances;
  4. use and compare analytical, visual, and numerical perspectives in exploring mathematics;
  5. assess the correctness of solutions, create and explore examples, carry out mathematical experiments, and devise and test conjectures;
  6. recognize and make mathematically rigorous arguments
  7. read mathematics with understanding;
  8. communicate mathematical ideas clearly and coherently both verbally and in writing to audiences of varying mathematical sophistication;
  9. approach mathematical problems with curiosity and creativity and persist in the face of difficulties;
  10. work creatively and self-sufficiently with mathematics

Learn to link applications and theory.

  1. Mathematics students should encounter a range of contemporary applications that motivate and illustrate the ideas they are studying
  2. learn to apply mathematical ideas to problems in those areas.
  3. Students should come to see mathematical theory as useful and enlightening in both pure and applied contexts.

Learn to use technological tools.

  1. Mathematical sciences major programs should teach students to use technology effectively, both as a tool for solving problems
  2. Mathematical sciences major programs should teach students to use technology effectively, as an aid to exploring mathematical ideas.
  3. Use of technology should occur with increasing sophistication throughout a major curriculum.

Develop mathematical independence and experience open-ended inquiry.

  1. A mathematical sciences major should be structured to move students beyond the carefully choreographed mathematical experiences of the classroom.
  2. A major curriculum should gradually prepare students to pursue open-ended questions
  3. to speak and write about mathematics with increasing depth and sophistication.