Mathematics/Middle Level Major, Bachelor of Arts in Education (BAE)
| Required Education Secondary Core | ||
| 30–hour multicultural education field requirement | ||
| EDUC 200 & EDUC 303 & EDUC 309 | ADMISSION TO TEACHER EDUCATION and FOUNDATIONS OF ASSESSMENT and FOUNDATIONS OF SECONDARY CLASSROOM MANAGEMENT (must be taken concurrently) | 7 |
| EDUC 201 | INTRODUCTION TO EDUCATION | 3 |
| EDUC 341 | SECONDARY STRATEGIES, MANAGEMENT, ASSESSMENT | 4 |
| EDUC 413 | CONTENT AREA LITERACY: MANAGEMENT AND ASSESSMENT FOR SECONDARY EDUCATION CANDIDATES | 4 |
| EDUC 420 | ADMISSION TO PROFESSIONAL CANDIDACY | 1 |
| EDUC 426 | SECONDARY STUDENT TEACHING 7-12 | 15 |
| PSYC 304 | EDUCATIONAL PSYCHOLOGY | 5 |
| SPED 363 | INTRODUCTION TO SPECIAL EDUCATION | 4 |
| Required Courses | ||
| EDUC 417 | CULTURE OF MIDDLE SCHOOL | 3 |
| MATH 114 | ALGEBRA CONCEPTS | 5 |
| MATH 211 | STRUCTURE OF ELEMENTARY MATH I | 5 |
| MATH 212 | STRUCTURE OF ELEMENTARY MATH II | 5 |
| MATH 311 | FUNCTIONS AND RELATIONS FOR K-8 TEACHERS | 5 |
| MATH 312 | GEOMETRY FOR THE K-8 TEACHER | 5 |
| MATH 411 | DISCRETE MATHEMATICS FOR K-8 TEACHERS | 4 |
| MATH 413 | DATA ANALYSIS AND PROBABILITY FOR MIDDLE LEVEL TEACHERS | 3 |
| MATH 416 | CALCULUS FOR MIDDLE LEVEL TEACHERS | 4 |
| MATH 420 | PROBLEM SOLVING FOR K-8 TEACHERS | 4 |
| MTED 290 | 3 | |
| MTED 390 | METHODS OF TEACHING ELEMENTARY SCHOOL MATHEMATICS | 5 |
| MTED 392 | METHODS OF TEACHING SECONDARY MATH I | 3 |
| MTED 412 | ADVANCED METHODS OF TEACHING K-8 MATHEMATICS | 5 |
| MTED 490B | SENIOR CAPSTONE: SECONDARY PRACTICUM | 5 |
| Total Credits | 107 | |
Student Learning Outcomes—students will:
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demonstrate and apply in the classroom a profound understanding of fundamental mathematics;
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demonstrate and apply in the classroom a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning;
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exhibit a productive disposition: value learning, value and respect student thinking, exhibit curiosity about students and mathematics, demonstrate perseverance, model effective learning, understand and value the role of discourse in promoting the learning of math.
