Mathematics Education Major

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Courses

Visit the Online Undergraduate Catalog for an explanation of graduation requirements.

The mathematics education major requirements include 34 hours in mathematics and computer and information systems and 49 hours of professional studies in education. Students completing the mathematics education major requirements are eligible to receive the bachelor of science degree.

Mathematics Education Major Courses

This course prepares the candidate for admission to Teacher Education. Course content includes the characteristics of the Greenville University Teacher Education Program, a survey of the legal, social and ethical issues involved in public school education, an introduction to program portfolio development, and a correlation of psychological principles to varied learning styles and milieus. This course is conducted on campus and includes field experience in school settings that have a large minority population. This course will give students the opportunity to determine whether they want to persist in the Teacher Education Program. (Offered fall semester for transfer students and students with special needs by permission of instructor, and offered every Interterm for freshmen.) Pre-requisite: signature of instructor IN15 - $92 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. This course meets the general education global foundations requirement. Prerequisite: EDUC 101. (Offered every Interterm.) IN18 - $60 Fee
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Thirty hours of field experience in a special education classroom are required. Prerequisite: EDU 101. (Offered every semester.)
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Prerequisite: EDUC101; Corequisite: EDUC280. (Offered every term.)
EDU 316 Reading and Writing Across the Curriculum Three Credits Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENG 316. Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required. Prerequisite: EDU280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored. Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
This course focuses on curriculum and instruction as it applies to the grades nine through twelve. Teacher candidates explore curriculum and instruction specific to their designated content area. The course content includes exploring national and state standards, exploring local standards, writing instructional objectives, and exploring and designing student centered instruction. The course has a field experience component. Prerequisite: EDUC202, 280, and 282. (Offered every semester.)
After admission to the professional internship , candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required. Prerequisite: Admission to the Professional Internship. (Offered fall semester)
Teacher candidates work to integrate prior coursework experienced into the context of real classrooms. Teacher candidates develop a teaching philosophy and an operational "professional identity." Candidates consider the impact that various factors have on the learning environment, develop teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicity. Candidates explore methods specific to their subject areas under the additional guidance of the program coordinator. Teacher candidates will engage in preparing for the edTPA. Candidates complete a minimum of 15 hours in the clinical setting completing pre-mini student teaching assignments. Students must take EDU409 and 410 (Offered Interterm) during the same academic year. Prerequisites: Admission to the Teacher Education Program; EDU316, 333, and 340. (Offered fall semester.)
Candidates complete a mini-student teaching experience, consisting of 12 full days in the secondary classroom. Teacher candidates will meet on campus for a minimum of three class sessions. The course faculty member, assisted by the Director of Field Experience, will determine the placement for the clinical experience. Students must take EDU409 in the same academic year. Prerequisite: Admission to the Teacher Education Program and EDUC 409. (Offered Interterm.)
EDU 421 Secondary Student Teaching Seven* or Fifteen Credits Full semester of student teaching required for secondary education majors. *K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDU 424. Prerequisite: Admission to the Professional Internship. (Offered every semester.)
The seminar addresses professional topics within the field of education and provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The portfolio documents practices in the areas of planning, instruction, assessment, analyzing teaching, and academic learning to reveal the impact of a candidate's teaching performance on student learning. This course is to be taken concurrently with student teaching and is pass/fail. Prerequisite: EDU410.
EDU 472 Middle School Mathematics Methods Three Credits This course examines effective strategies for teaching mathematics to middle school students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required. Cross listed with MTH 472. Prerequisite: Admission to the Teacher Education Program. (Offered fall semester)
The first course in the regular calculus sequence. Basic techniques of differentiation and integration are covered. Topics from Analytic Geometry are introduced. Prerequisite: MTH 111 or equivalent background. (Offered fall semester.)
Techniques of integration, sequences and series, parametric equations, vector valued functions. Prerequisite: MTH 115. (Offered spring semester.)
Using a modern high-level programming language, this course introduces algorithmic problem solving, basic control structures, basic data structures, and procedural abstraction. Prerequisites: MTH 111 and CIS 140, or MTH 115. (Offered fall semester.)
The differential and integral calculus of multi-variate functions, line and surface integrals, Green's Theorem, Divergence Theorem, Stokes' Theorem. Prerequisite: MTH 116. (Offered fall semester.)
First-order differential equations, linear equations, and linear systems, power series solutions, Laplace Transforms. Prerequisite: MTH 116. (Offered fall semester.)
Treatment of probability applied to discrete and continuous distributions; tests of hypotheses; independence and correlation; sampling theory. Prerequisite: MATH 217. (Offered spring semester of even calendar years.)
Includes an introduction to history of mathematics, particularly contributions of Greek scholars; study of Euclid 's elements; transition to Non-Euclidean geometrics developed by Gauss, Bolyai, Lobachevski, and Riemann; history of calculus and mathematical structures. Prerequisite: math 217. (Offered spring semester of odd calendar years.)
This course is designed to give the mathematics student his or her first serious encounter with mathematical systems. Elements of the theory of vector spaces are developed. The student gains experience in matrix algebra, vectors, and linear transformations. Meets the general education writing intensive requirement. Prerequisite: MTH 115. (Offered spring semester.)
Axiomatic treatment of selected algebraic structures, including rings, integral domains, fields and groups, including an introduction to number theory. Prerequisite: MTH 212. (Offered fall semester of odd calendar years.)
The language, fundamental concepts, and standard theorems of analysis are explored. The student learns to read the literature and investigates applications. Ideas from elementary calculus are revisited. Prerequisite: MTH 212, 217. (Offered fall semester of even calendar years.)

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  • Mathematics Teacher
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