Mathematics Teaching (BS)

Limits, continuity, the derivative and applications, transcendental functions, L'Hopital's Rule, and development of the Riemann integral.

Prerequisites:

Satisfy Placement Table in this section, MATH 115 or both MATH 112 and MATH 113 with "C" (2.0) or better.

Goal Areas:

GE-04

Techniques of integration, applications of integration, improper integrals, numerical integration, the calculus of parametric curves, and infinite series and sequences.

Prerequisites:

MATH 121 with "C" (2.0) or better or consent

Goal Areas:

GE-04

Addresses drugs and drug use from psychological, behavioral, pharmacological, historical, legal and clinical perspectives - while examining the effects of drug use on personal health and social functioning.

Prerequisites:

none

Goal Areas:

GE-05

Surfaces, vector-valued functions, partial differentiation, multiple integration, and vector calculus.

Prerequisites:

MATH 122 with "C" (2.0) or better, or consent

Matrices, determinants, systems of linear equations, vector spaces, linear transformations, and characteristic value problems.

Prerequisites:

MATH 122 with "C" (2.0) or better or consent

The purpose of this course is for teacher candidates to engage in self-reflection to deeply explore their intersectional identity. Furthermore, teacher candidates will examine historic and ongoing systemic inequities in education. Finally, teacher candidates will analyze the implications of systemic oppression on pedagogy, curriculum, communication, relationships, and learning in classrooms.

Prerequisites:

none

Goal Areas:

GE-11, GE-7A

Diverse Cultures:

Gold

The purpose of this course is for teacher candidates to apply a critical lens to unit and lesson planning to foster critical thinking, discussion, engagement, and inquiry. Teacher candidates will examine cognitive processes associated with learning. Teacher candidates will also explore theory and methods to develop equitable, accessible, and culturally sustaining learning experiences to eliminate barriers to learning, including asset-based pedagogy, and identity affirming classroom environments.

Prerequisites:

none

Logic, proof techniques, set theory, relations, functions, cardinality, operations, and an introduction to mathematical structures and number theory.

Prerequisites:

MATH 122 with "C" (2.0) or better or consent.

Goal Areas:

GE-02

A calculus based introduction to probability and statistics. Topics include probability, random variables, probability distributions (discrete and continuous), joint probability distributions (discrete and continuous), statistical inference (both estimation and hypothesis testing), confidence intervals for distribution of parameters and their functions, sample size determinations, analysis of variance, regression, and correlation. This course meets the needs of the practitioner and the person who plans further study in statistics. Same as MATH 354. Fall, Spring, Summer

Prerequisites:

MATH 122 with "C" (2.0) or better or consent

In this course, teacher candidates will explore the equitable use of current and new technologies to support the wide range of student learning variability, while addressing safe, culturally responsive, and ethical use. Teacher candidates will also discuss innovative educational technologies to reflect on their use for professional, personal, and community purposes.

Prerequisites:

none

This course covers several geometric systems including Euclidean, non-Euclidean, transformational and projective. Other topics studied are topological properties and the relationship between coordinate and synthetic geometry.

Prerequisites:

MATH 290 with "C" (2.0) or better or consent

An introduction to the theory of groups and rings; including polynomial rings, homomorphisms, isomorphisms, and concepts of normal subgroups, ideals, quotient groups, and quotient rings.

Prerequisites:

MATH 290 with "C" (2.0) or better or consent

Limits, sequences, continuity, and differentiation of a real valued function of a real variable.

Prerequisites:

MATH 223 and MATH 290 with "C" (2.0) or better or consent

In this course teacher candidates will critically explore asset-based pedagogy grounded in anti-racist, culturally relevant, and responsive practices to differentiate instruction. Additionally, teacher candidates will explore their intersectional identity and the importance of ongoing self-reflective practices necessary to cultivate identity affirming learning environments and experiences for students. Finally, teacher candidates examine instructional strategies that model and explain concepts and skills in multiple ways to support the diverse needs of students.

Prerequisites:

none

MATH 375 Introduction to Discrete Mathematics (4 credits)An introduction to the concepts fundamental to the analysis of algorithms and their realization. Topics will include combinatorics, generating functions, recurrence relations, graph theory, and networks.

Prerequisites:

MATH 247 and MATH 290 with grade of "C" (2.0) or higher.

In this course, teacher candidates will explore strategies to build strong relationships with and advocate for students, families, and the community. Candidates will examine ways that the curriculum addresses multiple perspectives, cultures and backgrounds to emphasize culturally sustaining learning experiences. They will explore professional responsibilities and teacher leadership roles. Finally, teachers will examine ways to use data and information gathered from the students, school, and caregivers to advocate and support students for positive change.

Prerequisites:

none

Advanced viewpoint of mathematics content and learning theories, teaching strategies, reading strategies, assessments, and planning, teaching and reflecting on grades 5-8 mathematics. Field experiences in grades 5-8 mathematics classroom required.

Prerequisites:

MATH 290 with "C" (2.0) or better or consent

In this course teacher candidates will explore strategies to cultivate learning experiences that are equitable, culturally relevant, justice-oriented, student-centered, and meaningful. Candidates will have an opportunity to create a unit plan, formative and summative assessments, and rubrics that emphasize multiple ways of expressing learning. Furthermore, candidates will examine grading practices and methods for providing/sharing feedback that supports learner variability and facilitating student ownership of their learning.

Prerequisites:

none

In this course, teacher candidates investigate how traditional methods of reading instruction can contribute to systemic oppression in classrooms and how anti-oppressive methods can help break the cycle of inequities in education. Teacher candidates apply understanding of systemic oppression and inequity to provide asset-based, ongoing support for students. This includes knowledge and implementation of content area reading instruction, recognizing the characteristics of reading disabilities and implementing accommodations to meet student needs, and using the language development framework to support multilingual learners.

Prerequisites:

none

Numerical, verbal, symbolic and graphical representations of quantitative relationships, concatenations in written mathematics, problem solving, dynamic geometry, perspective drawing, parametric equations, geometric probability, transition matrices, statistics and calculus using technology.

Prerequisites:

MATH 290 with "C" (2.0) or better or consent

Learning theories, teaching strategies, assessments and planning, teaching and reflecting on secondary (grades 9-12) school mathematics. Field experiences in grades 9-12 mathematics classroom required.

Prerequisites:

MATH 290 with "C" (2.0) or better or consent

This course is designed to allow undergraduate students an opportunity to integrate their undergraduate mathematics experiences by engaging each student in working on a problem in applied or theoretical mathematics. In doing so, students will see connections between the various topics found in the undergraduate mathematics curriculum. Content will vary by semester. An important component of this course will be the preparation and presentation of a research paper describing the student's progress toward a solution of the problem under consideration. Problems will arise from the course content and materials as presented by the instructor. Because of the breadth of mathematical topics needed for successful completion of the course, students need to have senior standing.

Prerequisites:

Two of the following: MATH 316, MATH 321, MATH 345, MATH 375 and senior standing (or permission of the instructor). Course can also be taken independent study with permission of a cooperating faculty member.

In this seminar, teacher candidates will reflect upon and assess /discuss practices, experiences, challenges, and success in their student teaching experience.

Prerequisites:

none

In this course, teacher candidates apply learning from coursework to practice in the 5-12 classroom.

Prerequisites:

admission to student teaching.