Mathematics Education (7–12, 5–6 Extension, B.S.)
Admission Requirements:
SUNY has a standard admissions requirement of a 3.0 GPA for entry into an educator preparation program at the undergraduate or graduate level or a rank in the top 30th percentile of the high school class for entry into an undergraduate educator preparation program as a first-year student.
For first-year students, four years of college preparatory mathematics is recommended; top 30th percentile or an 85% high school average; submission of ACT or SAT score.
Transfer students with a 3.0 GPA from either their last college or the combined average of all previous colleges, whichever is higher, will be admitted directly into Mathematics Education (BS-AS-MTS).
Students who do not meet admissions requirements will be admitted into the Mathematics (BA-AS MAT) major.
Program Requirements
| Code | Title | Credit Hours |
|---|---|---|
| General Education 23 Requirements | ||
| 33 credit hours | 33 | |
| Mathematics Major Requirements (39 credit hours) | ||
| Required Courses (33 credit hours) | ||
| MAT 161 | CALCULUS I 1 | 4 |
| MAT 162 | CALCULUS II | 4 |
| MAT 202 | INTRODUCTION TO LINEAR ALGEBRA | 3 |
| MAT 263 | CALCULUS III | 4 |
| MAT 300 | TECHNIQUES OF PROOF | 3 |
| MAT 301 | INTRODUCTION TO GROUP THEORY | 3 |
| MAT 322 | MODERN GEOMETRY | 3 |
| MAT 325 | PROBABILITY AND STATISTICS | 3 |
| MAT 351 | ELEMENTARY THEORY OF NUMBERS | 3 |
| MAT 417 | INTRODUCTION TO REAL ANALYSIS I | 3 |
| Electives (6 credit hours) | ||
| Select two courses from the following: | 6 | |
| ABSTRACT ALGEBRA II | ||
| COMBINATORICS | ||
| DIFFERENTIAL EQUATIONS | ||
| INTERMEDIATE DIFFERENTIAL EQUATIONS | ||
| MATHEMATICAL BIOLOGY | ||
| COMPUTATIONAL TOOLS FOR APPLIED MATHEMATICIANS II | ||
| APPLIED NETWORKS | ||
| TOPICS IN MATHEMATICAL STATISTICS | ||
| APPLIED STATISTICS I | ||
| APPLICATIONS OF LINEAR ALGEBRA | ||
| COMPLEX VARIABLES | ||
| NUMERICAL ANALYSIS | ||
| SEMINAR (1-3) | ||
| SPECIAL PROJECT (1-3) | ||
| INDEPENDENT STUDY (3-12) | ||
| Professional Education Requirements (36 credit hours) | ||
| SPF 303 | EDUCATIONAL PSYCHOLOGY: MIDDLE AND SECONDARY EDUCATION | 3 |
| SPF 353 | HUMAN DEVELOPMENT DURING EARLY ADOLESCENCE AND ADOLESCENCE | 3 |
| SPF 403 | HISTORICAL AND PHILOSOPHICAL FORCES INFLUENCING SECONDARY EDUCATION | 3 |
| EDU 416 | TEACHING LITERACY IN MIDDLE AND SECONDARY SCHOOLS | 3 |
| EDU 417 | ADOLESCENT LITERACY | 3 |
| EXE 100 | NATURE AND NEEDS OF INDIVIDUALS WITH SPECIAL NEEDS 1 | 3 |
| MED 200 | FOUNDATIONS OF TEACHING MATHEMATICS 7-12 AND FIELD EXPERIENCE | 3 |
| MED 300 | FIELD EXPERIENCE: METHODS IN THE TEACHING OF SECONDARY SCHOOL MATHEMATICS | 3 |
| MED 307 | USES OF TECHNOLOGY IN THE TEACHING OF MATHEMATICS 1 | 3 |
| MED 308 | METHODS IN THE TEACHING OF SECONDARY SCHOOL MATHEMATICS | 3 |
| MED 309 | TEACHING MATHEMATICS IN THE MIDDLE SCHOOL | 3 |
| MED 383 | LEARNING AND TEACHING PROBLEM SOLVING | 3 |
| Student Teaching Requirements (12 credit hours) | ||
| MED 407 | STUDENT TEACHING OF MATHEMATICS IN JUNIOR HIGH/MIDDLE SCHOOL | 6 |
| MED 408 | STUDENT TEACHING OF MATHEMATICS IN HIGH SCHOOL | 6 |
| Total Credit Hours | 120 | |
- 1
Fulfills General Education 23 requirement.
Students will:
- Develop a rich and diverse set of mathematical ideas and techniques from across the core courses of single and multivariable calculus, discrete mathematics, linear algebra, geometry, probability and statistics, modern algebra, and real analysis.
- Validate sound problem solving and reasoning knowledge in an environment emphasizing the connected nature of mathematics and the ability to effectively communicate these ideas orally and in writing.\\n
- Use their knowledge of student diversity to affirm and support full participation and continued study of mathematics by all students. This diversity includes gender, culture, ethnicity, socioeconomic background, language, special needs, and mathematical learning styles (i.e., Mastery Learning, Understanding Learning, Interpersonal Learning and Self-Expressive Learning).
- Experiment with appropriate technology to support the learning of mathematics. This technology includes, but is not limited to, computers and hand-held devices, calculators, online apps, smart boards, and a variety of relevant multimedia.\\n\\n
- Measure formative and summative assessment methods to monitor student learning, to determine students’ understanding of mathematics, and to monitor their own teaching effectiveness.