Mathematics Teaching (BS)

Catalog Year

2021-2022

Degree

Bachelor of Science

Major Credits

77

Total Credits

120

Locations

Mankato

Accreditation

CAEP

Council for the Accreditation of Educator Preparation

This program satisfies licensure-to-practice standards for Minnesota and may satisfy standards for other states or US territories.

Licensure/Certification Disclosure

Update Your Major

Program Requirements

Required General Education

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

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

Major Common Core

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

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

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

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

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

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.

Prerequisites: MATH 122 with “C” (2.0) or better or consent

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.

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

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. 

Note: MATH 492 can substitute for MATH 492W

Other Graduation Requirements

See the K-12 Teaching Programs section of the catalog for admission requirements for professional education and for a list of required professional education courses.
All students seeking a teaching license must meet and maintain the requirements to be admitted into professional education.

4-Year Plan

The 4-Year Plan is a model for completing your degree in a timely manner. Your individual 4-Year plan may change based on a number of variables including transfer courses and the semester/year you start your major. Carefully work with your academic advisors to devise your own unique plan.
* Please meet with your advisor on appropriate course selection to meet your educational and degree goals.

First Year

Fall - 14 Credits

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

General Education Course * 10 credits

Spring - 16 Credits

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

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

General Education Course * 9 credits

Second Year

Fall - 14 Credits

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

General Education Course * 6 credits

Spring - 16 Credits

Study of interpersonal skills, motivation, and group skills. Applied to educational settings. Requires 18 hours clinical service learning experience (out of class). Meets State of Minnesota human relations requirement for teacher licensure.

Prerequisites: none

Goal Areas: GE-07, GE-11

Diverse Cultures: Gold

Teacher candidates develop understanding of cognitive, language, personal and social development for implications on teaching in the inclusive classroom. Dispositions and skills will be developed for recognizing and accommodating exceptionality in student learning.

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.

Prerequisites: MATH 122 with “C” (2.0) or better or consent

General Education Course * 3 credits

Third Year

Fall - 14 Credits

Teacher candidates will develop skills to access information and integrate technology to improve learning for PK-12 students. Teacher candidates research, select, and evaluate information about diverse populations to design classroom applications using a wide variety of instructional technology.

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

General Education Course * 5 credits

Spring - 16 Credits

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

The course is designed to guide K-12 and 5-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum. Candidates will analyze standards, create assessments, and design and delivery of instruction in a field-site.

Prerequisites: none

Course content addresses formal and informal, standardized evaluation of learner achievement in the classroom and programmatic evaluation. Assigned projects will accommodate the student's present/future professional career track.

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.

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

Fourth Year

Fall - 18 Credits

Teacher candidates will further develop processes for creating and sustaining a classroom learning environment that enables success for all learners, including interacting with diverse families, school colleagues, and representatives from community agencies to support student engagement and learning. Co-reqs: KSP 440 & KSP 442

Prerequisites: none

Teacher candidates will develop skills in differentiated instruction, reading and content-based literacy in inclusive classrooms. Teacher candidates will integrate prior knowledge of diverse learners, developmental models of learning, and curriculum and instruction into a comprehensive understanding of teaching. Co-reqs: KSP 440 & KSP 442

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. 

General Education Course * 3 credits

Spring - 12 Credits

Content focus is on professional rights, responsibilities, and development; student rights and responsibilities; and legal issues regarding data privacy and confidentiality. Skills of professional development, inquiry, reflection, coaching, and collaboration will be developed, practiced, and monitored.

Prerequisites: none

Student teaching in the secondary school including weekly seminar for 5-12 majors. Prereq: KSP 420 and admission to student teaching.

Prerequisites: admission to student teaching.