Math Education Major: Elementary/Middle School Education K-8 Option (B.S.)
Beginning in the 2022/23 academic year, the Math Education Major: Elementary/Middle School Education K-8 option will no longer be accepting new students. Current students will continue to have access to the same high-quality education and resources until they graduate.
This professional degree program prepares students for teaching mathematics at the elementary and/or middle school level. The program is coordinated with the education department's teacher certification programs. For the elementary option, full certification requires the five-year program. Students may complete the degree requirements for middle school option with full teacher certification in either four or five years.
Students electing the four-year option leading to middle school certification must plan for one semester of student teaching in their senior year; this requires careful planning with your program adviser to accommodate the scheduling of required MATH courses.
The five-year program for either option includes a year-long teaching internship in the fifth year. The internship requires admission into a UNH Department of Education graduate program that leads to certification. See Education, College of Liberal Arts.
Degree Requirements
All Major, Option and Elective Requirements as indicated.
*Major GPA requirements as indicated.
Major Requirements
In all courses used to satisfy the requirements for its major programs, the Department of Mathematics and Statistics requires that a student earn a grade of C- or better and have an overall grade-point average of at least 2.00 in these courses.
For teacher licensure a grade of B- or better is required in all Education courses.
Requirements for admission to student teaching include receiving credit for EDUC 500 and a minimum cumulative 2.8 GPA.
Code | Title | Credits |
---|---|---|
Required MATH Courses | ||
MATH 425 | Calculus I | 4 |
MATH 426 | Calculus II | 4 |
MATH 445 | Mathematics and Applications with MATLAB | 4 |
or CS 410P | Introduction to Scientific Programming/Python | |
or CS 410C | Introduction to Scientific Programming/C | |
MATH 531 | Mathematical Proof | 4 |
MATH 539 | Introduction to Statistical Analysis | 4 |
MATH 545 | Introduction to Linear Algebra | 4 |
or MATH 645 | Linear Algebra for Applications | |
MATH 621 | Number Systems for Teachers | 4 |
MATH 622 | Geometry for Teachers | 4 |
MATH 623 | Probability and Statistics for Teachers | 4 |
MATH #625 | Functions and Algebra for Teachers | 4 |
MATH 700 | Introduction to Mathematics Education | 4 |
MATH 703 | Teaching of Mathematics in Grades K-5 | 4 |
or MATH 709 | Teaching of Mathematics in Grades 6-12 | |
MATH 760 | Geometry | 4 |
MATH 790 | Historical Foundations of Mathematics | 4 |
Capstone: Select one of the following | ||
MATH 797 | Senior Seminar | 4 |
MATH 799 | Senior Thesis | 2 or 4 |
Other Required Courses | ||
PHYS 406 | Introduction to Modern Astronomy | 4 |
EDUC 500 | Exploring Teaching | 4 |
EDUC 605 | Educational Perspectives in Critical Times | 4 |
EDUC 701 | Human Development & Learning: Cultural Perspectives | 4 |
Total Credits | 78-80 |
Note: EDUC 703F Teaching Elementary School Science, EDUC 703M Teaching Elementary Social Studies, EDUC 706 Teaching & Learning Literacy in the Elementary Classroom, and EDUC 751A Inclusive Elementary Education: Literacies and Learning for Diverse Learners are requirements for K-6 or K-8 certification.
EDUC 706 Teaching & Learning Literacy in the Elementary Classroom must be completed prior to the Internship (EDUC 900A Internship and Seminar in Teaching and EDUC 901A Internship and Seminar in Teaching).
First Year | ||
---|---|---|
Fall | Credits | |
MATH 425 | Calculus I | 4 |
PHYS 406 | Introduction to Modern Astronomy | 4 |
Discovery Course | 4 | |
Inquiry Course | 4 | |
MATH 400 | Freshman Seminar | 1 |
Credits | 17 | |
Spring | ||
MATH 426 | Calculus II | 4 |
MATH 445 | Mathematics and Applications with MATLAB or Introduction to Scientific Programming/Python or Introduction to Scientific Programming/C | 4 |
ENGL 401 | First-Year Writing | 4 |
Discovery Course | 4 | |
Credits | 16 | |
Second Year | ||
Fall | ||
MATH 539 | Introduction to Statistical Analysis | 4 |
MATH 621 | Number Systems for Teachers | 4 |
EDUC 500 | Exploring Teaching | 4 |
Discovery Course | 4 | |
Credits | 16 | |
Spring | ||
MATH 531 | Mathematical Proof | 4 |
MATH 545 or MATH 645 | Introduction to Linear Algebra or Linear Algebra for Applications | 4 |
MATH 622 | Geometry for Teachers | 4 |
Discovery Course | 4 | |
Credits | 16 | |
Third Year | ||
Fall | ||
MATH 623 | Probability and Statistics for Teachers | 4 |
MATH 700 | Introduction to Mathematics Education | 4 |
MATH 760 | Geometry | 4 |
Discovery Course | 4 | |
Credits | 16 | |
Spring | ||
MATH #625 | Functions and Algebra for Teachers | 4 |
MATH 703 or MATH 709 | Teaching of Mathematics in Grades K-5 or Teaching of Mathematics in Grades 6-12 | 4 |
MATH 790 | Historical Foundations of Mathematics | 4 |
Discovery Course | 4 | |
Credits | 16 | |
Fourth Year | ||
Fall | ||
MATH 797 or MATH 799 | Senior Seminar or Senior Thesis | 4 |
EDUC 605 | Educational Perspectives in Critical Times | 4 |
Writing Intensive Course | 4 | |
Elective Course | 4 | |
Credits | 16 | |
Spring | ||
EDUC 701 | Human Development & Learning: Cultural Perspectives | 4 |
Writing Intensive Course | 4 | |
Elective Course | 4 | |
Elective Course | 4 | |
Credits | 16 | |
Total Credits | 129 |
Mathematics Concepts, Practices, and Curriculum. Well-prepared beginning teachers of mathematics:
- Demonstrate robust knowledge of mathematical and statistical concepts that underlie what they encounter in teaching of K-8 or secondary mathematics.
- Engage in appropriate mathematical and statistical practices, and use technological tools to solve mathematical problems, and incorporate educational technology in their teaching.
- Analyze and interpret mathematical curricula, assessments, and standards documents.
- Analyze and interpret students’ mathematical work.
Pedagogical Knowledge and Practices for Teaching Mathematics. Well-prepared beginning teachers of mathematics:
- Demonstrate strong foundations of pedagogical knowledge, and effective and equitable mathematics teaching practices.
- Construct instructional explanations, develop tasks, lesson plans and unit plans, that advance students’ mathematical understanding.
- Recognize common patterns of student thinking related to particular mathematical topics, and articulate ways of supporting students’ mathematical thinking.
Productive dispositions. Well-prepared beginning teachers:
- Demonstrate positive and productive dispositions toward mathematics as a discipline, towards students as learners of mathematics and towards teaching mathematics in ways that support students’ sense making, understanding, and reasoning.