Mathematics Secondary Course Pdf
Fleur Francour
Completion of this major and the general degree completion requirements for secondary education satisfies the state requirements for a state mathematics teaching endorsement (secondary, grade levels 5-12).
The following plan of study is for a student with zero credits. Individual students may have different factors such as: credit through transfer work, Advanced Placement, Running Start, or any other type of college-level coursework that requires an individual plan.
Courses could be offered in different terms, checking the academic schedule is paramount in keeping an individual plan current. Students should connect with an advisor to ensure they are on track to graduate.
The B.S. in Mathematics for Teachers of Secondary School (MTSS) is intended for students planning to pursue a career in secondary education. Its courses cover the high school curriculum from an advanced perspective. Students are required to complete mathematics education and education courses in order to facilitate presence in the classroom early in their undergraduate career and to better prepare them for entry in a credential program.
CNAS Professional Academic Advisors provide students with individual guidance throughout their academic careers at UCR and help them achieve realistic academic goals. Professional Academic Advisors can assist you with declaring or changing your major or minor, course repeats, the process for taking courses outside of UCR, taking a leave from UCR, and questions about withdrawing or readmitting to UCR.
A Lead Faculty Advisor is assigned for each major. Faculty advisors are available to assist students with guidance regarding graduate or professional school, opportunities to participate in research, independent study, or internships. Faculty advisors also may provide students with advice and mentoring regarding career goals.
The Teacher Education Executive Board, representing all initial teacher education programs at Towson University, utilizes the following minimum requirements as conditions for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.
The College of Education admits students either as freshmen or as undergraduate transfer students from accredited, post-secondary institutions. During the freshman and sophomore years, students are generally engaged in pre-professional courses or courses that fulfill Core Curriculum requirements, as well as all identified prerequisites (e.g., specific and sequential courses in Core Curriculum) for admission to COE screened majors and programs.
All College of Education undergraduate programs are screened majors. As an integral part of the teaching/learning experience, students work with advisers in a strategic planning process across all years at TU. Accordingly, to support student success, all COE students are required to confer prior to registration each term with their assigned advisers.
Applicants with a GPA between 2.50 - 2.99 may be admitted conditionally if they provide evidence of passing scores on a Basic Skills Assessment* as identified by the Maryland State Department of Education (i.e. SAT, ACT, GRE, Praxis Core) and receive approval from the department chairperson/program coordinator.
In addition to the 20 units of common requirements for all Mathematics majors, the Mathematics Secondary Education concentration requires 32-34 units of concentration requirements and 30-36 units of Towson UTeach course requirements for a total of 82-90 units. MATH 423, MATH 426, SEMS 498 and minimum four additional upper-level courses in the major must be taken at Towson University.
Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog.
The Department of Mathematics offers a departmental honors program for students who demonstrate exemplary abilities in mathematics. The program provides students with an opportunity to work closely with faculty mentors in an individual program of research, directed readings and independent study.
The selected course sequence below is an example of the simplest path to degree completion. Based on course schedules, student needs, and student choice, individual plans may vary. Students should consult with their adviser to make the most appropriate elective choices and to ensure that they have completed the required number of units (120) to graduate.
Candidates demonstrate and apply understandings of major mathematics concepts, procedures, knowledge, and applications within and among mathematical domains of Number; Algebra and Functions; Calculus; Statistics and Probability; Geometry, Trigonometry, and Measurement.
Candidates demonstrate, within or across mathematical domains, their knowledge of and ability to apply the mathematical processes of problem solving; reason and communicate mathematically; and engage in mathematical modeling. Candidates apply technology appropriately within these mathematical processes.
Candidates implement effective and equitable teaching practices to support rigorous mathematical learning for a full range of students. Candidates establish rigorous mathematics learning goals, engage students in high cognitive demand learning, use mathematics specific tools and representations, elicit and use student responses, develop conceptual understanding and procedural fluency, and pose purposeful questions to facilitate student discourse.
Candidates are reflective mathematics educators who collaborate with colleagues and other stakeholders to grow professionally, to support student learning, and to create more equitable mathematics learning environments.
Effective teachers of secondary mathematics engage in a planned sequence of field experiences and clinical practice in diverse settings under the supervision of experienced and highly qualified mathematics teachers. They develop a broad experiential base of knowledge, skills, effective approaches to mathematics teaching and learning, and professional behaviors across both middle and high school settings that involve a diverse range and varied groupings of students. Candidates experience a full-time student teaching/internship in secondary mathematics supervised by university or college faculty with secondary mathematics teaching experience or equivalent knowledge base.
The goal of the mathematics major at Lander University is to provide students with the opportunity and the direction to enjoy the intellectual challenges of mathematics, and to develop the communication skills and the mathematical knowledge necessary to function competently in graduate school and/or in employment.
Students graduating from Lander University with recommendation for teacher certification complete student teaching, coursework and testing requirements for recommendation for certification in South Carolina consistent with the College of Education's conceptual framework. This framework provides direction for programs, courses, teaching and teacher candidate assessment. The framework is built on the conceptual model of the "Professional Educator" as one who demonstrates these Learner Outcomes.
Note: The information below provides convenient links to some of the courses required for this degree; however, it should not be used as a course registration guide. Please refer to the official Lander University Academic Catalog for the most accurate and up-to-date program requirements.
Etown's Mathematics Secondary Education program combines the versatility and deep content knowledge of a full Mathematics major with all Education coursework and fieldwork needed for certification to teach at the secondary level in Pa. and reciprocating states. Students in this concentration are given a solid foundation in geometry, algebra and statistics essential for teaching and analyzing and implementing secondary school mathematics curriculum. The required math courses will satisfy the requirement of two math courses for Education certification.
Etown's program is designed for students wanting to graduate in four years with a degree in math, as well the ability to teach math in grades 7-12 in Pa. and reciprocal states. Students who complete our secondary education concentration graduate with a versatile credential and skill set that can be applied to teaching, or any other math-related field. In addition to the math-based curriculum courses for the major, students will also take a selection of education courses including adolescent development, teaching methods, and complete a professional internship (also called student teaching).
Because practical experience and professional activity is important in this field, prospective teachers are required to work as instructional assistants in a variety of courses. They also have extensive field experiences in secondary schools, beginning during the junior year and culminating in the senior year with a semester-long student teaching experience. The Department of Mathematical Sciences operates a tutoring lab and receives requests from elementary, middle and high schools for tutorial assistance allowing majors to pick up more experience in these areas.
This degree requires calculus, algebra, geometry, analysis, computing, probability and statistics. Individual programs are designed to meet the needs of the student in consultation with one of the mathematics education advisors. If you think this is the major for you, it is important to begin the program of study during your freshman year or you may fall behind in course requirements.
This is a program that can lead to licensure or certification in North Carolina. Appalachian State University cannot confirm whether this program will meet the requirements for professional licensure in other states or territories.
c80f0f1006