Mathematics Education for Teacher Licensure, Bachelor of Science
Department website: http://www.atu.edu/cmp
See the College of Education and Health page for additional requirements.
For teacher licensure, students must achieve the minimum score on the Praxis II Specialty Area and Principles of Learning and Teaching Tests as determined by the Arkansas Department of Education. For further requirements see Admission and Retention to Teacher Education and also the Criteria for Internships located on the College of Education home page.
| Freshman | ||
|---|---|---|
| Fall | Hours | |
| ENGL 1013 | Composition I 1 | 3 |
| MATH 1001 | Orientation to Mathematics | 1 |
| MATH 2914 | Calculus I | 4 |
| TECH 1001 | Orientation to the University | 1 |
| USHG 1XXX | U.S. History and Government 1 | 3 |
| Elective | 3 | |
| Hours | 15 | |
| Spring | ||
| COMS 1013 & COMS 1011 |
Programming Foundations I and Programming Foundations I Lab |
4 |
| ENGL 1023 | Composition II 1 | 3 |
| MATH 2703 | Discrete Mathematics | 3 |
| MATH 2924 | Calculus II | 4 |
| SS 1XXX | Social Science Courses 1 | 3 |
| Hours | 17 | |
| Sophomore | ||
| Fall | ||
| MATH 2934 | Calculus III | 4 |
| MATH 4003 | Linear Algebra I | 3 |
| PHYS 2114 & PHYS 2000 |
Calculus-Based Physics I and Physics Laboratory I |
4 |
| SEED 2003 | Education as a Profession | 3 |
| Elective | 3 | |
| Hours | 17 | |
| Spring | ||
| ANTH 2003 | Cultural Anthropology | 3 |
| FAH 1XXX | Fine Arts and Humanities Courses 1 | 3 |
| MATH 3123 | College Geometry | 3 |
| MATH 3243 | Differential Equations I | 3 |
| PHYS 2124 & PHYS 2010 |
Calculus-Based Physics II and Physics Laboratory II |
4 |
| Hours | 16 | |
| Junior | ||
| Fall | ||
| COMM 2003 | Public Speaking | 3 |
| FAH 1XXX | Fine Arts and Humanities Courses 1 | 3 |
| MATH 3003 | Foundations of Advanced Mathematics | 3 |
| SEED 2113 | Human Development and Learning Theories | 3 |
| STAT 3153 | Applied Statistics | 3 |
| Hours | 15 | |
| Spring | ||
| EDMD 2013 | Integrating Instructional Technology | 3 |
| MATH 3203 | Introduction to Analysis | 3 |
| MATH 3703 | Mathematics in the Middle and Secondary Schools | 3 |
| MATH 3771 | Praxis Middle School and Secondary Mathematics Test Preparation | 1 |
| MATH 4123 | Mathematical Modeling | 3 |
| Hours | 13 | |
| Senior | ||
| Fall | ||
| MATH 4033 | Abstract Algebra I | 3 |
| MATH 4113 | History of Mathematics | 3 |
| MATH 4703 | Special Methods in Mathematics | 3 |
| SEED 4553 | Classroom Application of Educational Psychology | 3 |
| SPED 4052 | Educating Diverse and Exceptional Learners | 2 |
| Hours | 14 | |
| Spring | ||
| MATH 4971 | Mathematics Senior Seminar | 1 |
| SEED 4503 | Seminar in Secondary Education | 3 |
| SEED 4909 | Residency B | 9 |
| Hours | 13 | |
| Total Hours | 120 | |
- 1
See appropriate alternatives or substitutions in "General Education Requirements".
For teacher licensure, students must achieve the minimum score on the Praxis II Specialty Area and Principles of Learning and Teaching Tests as determined by the Arkansas Department of Education. For further requirements please see the teacher education student services website. https://www.atu.edu/teachereducation
Students who complete the program will meet the following NCTM CAEP Standards (2012 – Secondary):
Standard 1: Content Knowledge
Effective teachers of secondary mathematics demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and applications within and among mathematical content domains.
Standard 2: Mathematical Practices
Effective teachers of secondary mathematics solve problems, represent mathematical ideas, reason, prove, use mathematical models, attend to precision, identify elements of structure, generalize, engage in mathematical communication, and make connections as essential mathematical practices. They understand that these practices intersect with mathematical content and that understanding relies on the ability to demonstrate these practices within and among mathematical domains and in their teaching.
Standard 3: Content Pedagogy
Effective teachers of secondary mathematics apply knowledge of curriculum standards for mathematics and their relationship to student learning within and across mathematical domains. They incorporate research-based mathematical experiences and include multiple instructional strategies and mathematics-specific technological tools in their teaching to develop all students’ mathematical understanding and proficiency. They provide students with opportunities to do mathematics – talking about it and connecting it to both theoretical and real-world contexts. They plan, select, implement, interpret, and use formative and summative assessments for monitoring student learning, measuring student mathematical understanding, and informing practice.
Standard 4: Mathematical Learning Environment
Effective teachers of secondary mathematics exhibit knowledge of adolescent learning, development, and behavior. They use this knowledge to plan and create sequential learning opportunities grounded in mathematics education research where students are actively engaged in the mathematics they are learning and building from prior knowledge and skills. They demonstrate a positive disposition toward mathematical practices and learning, include culturally relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high expectations for all students. They use instructional tools such as manipulatives, digital tools, and virtual resources to enhance learning while recognizing the possible limitations of such tools.
Standard 5: Impact on Student Learning
Effective teachers of secondary mathematics provide evidence demonstrating that as a result of their instruction, secondary students’ conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and application of major mathematics concepts in varied contexts have increased. These teachers support the continual development of a productive disposition toward mathematics. They show that new student mathematical knowledge has been created as a consequence of their ability to engage students in mathematical experiences that are developmentally appropriate, require active engagement, and include mathematics-specific technology in building new knowledge.
Standard 6: Professional Knowledge and Skills
Effective teachers of secondary mathematics are lifelong learners and recognize that learning is often collaborative. They participate in professional development experiences specific to mathematics and mathematics education, draw upon mathematics education research to inform practice, continuously reflect on their practice, and utilize resources from professional mathematics organizations.
Standard 7: Secondary Mathematics Field Experiences and Clinical Practice
Effective teachers of secondary mathematics engage in a planned sequence of field experiences and clinical practice under the supervision of experienced and highly qualified mathematics teachers. They develop a broad experiential base of knowledge, skills, effective approaches to mathematics teaching and learning, and professional behaviors across both middle and high school settings that involve a diverse range and varied groupings of students. Candidates experience a full-time student teaching/internship in secondary mathematics directed by university or college faculty with secondary mathematics teaching experience or equivalent knowledge base.