Mathematics/Secondary Middle Level Endorsement/Minor
The completion of MATH 208 satisfies the university's Quantitative and Symbolic Reasoning proficiency requirement.
This minor can be completed for an add-on Middle Level Mathematics Endorsement: completion of this minor, the General Degree Completion Requirements for Education, Secondary, and a major field of study satisfies the state requirements for a middle level mathematics teaching endorsement (grade levels 4–9). Note: all candidates for certification must pass the NES subject matter test to receive an endorsement for certification purposes.
Prerequisite Grade Policy: students must have earned a grade ≥C or better in any course that is to be used to satisfy a prerequisite requirement for a subsequent mathematics course offered by the Eastern Washington University Department of Mathematics.
Grade Requirements: students must receive a grade ≥C in each course used to satisfy the requirements of an undergraduate major or minor in mathematics.
| Required MATH Courses | ||
| MATH 208 | MATHEMATICS FOR ELEMENTARY TEACHERS I (with a grade ≥C satisfies the university proficiencies in Quantitative and Symbolic Reasoning) | 5 |
| MATH 209 | MATHEMATICS FOR ELEMENTARY TEACHERS II | 4 |
| MATH 210 | MATHEMATICS FOR ELEMENTARY TEACHERS III | 4 |
| 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 |
| or MATH 420 | PROBLEM SOLVING FOR K-8 TEACHERS | |
| MATH 417 | ADVANCED MATHEMATICS FOR MIDDLE SCHOOL TEACHERS | 5 |
| or MATH 380 | ELEMENTARY PROBABILITY AND STATISTICS | |
| Required MTED Courses | ||
| MTED 425 | ASSESSMENT IN THE MATHEMATICS CLASSROOM | 3-4 |
| or MTED 476 | MATHEMATICAL PROGRESSIONS | |
| or MTED 477 | MATHEMATICAL DISCUSSIONS | |
| Total Credits | 35-36 | |
Students who earn a Mathematics/Secondary Middle Level Endorsement/Minor from EWU should be able to:
- solve problems at the foundation of modern K-12 school mathematics;
- describe connections between mathematical topics by means of conjecture and viable argumentation;
- plan conceptually connected lesson sequences;
- teach lessons in which students collaborate to develop mathematical knowledge;
- assess students to distinguish between students who learn the material superficially and students who learn the material in depth;
- refine lessons in response to student feedback;
- accurately describe his/her own progress towards PLOs.