Mathematics, Secondary Education
The major in Mathematics is the foundation of the Department's curriculum. The basic
program can be complemented with further courses depending upon a student's interest.
Common directions of targeted preparation include graduate studies in a mathematical science and careers in statistics, finance, or operations research. Graduates
have used a Mathematics major as preparation for seemingly non-mathematical careers
ranging from law to business to the ministry. Recent LVC graduates have obtained
positions such as: operations research analyst, bank credit analyst, marketing manager,
and mutual fund accountant. Other mathematics graduates have taken positions involving
computer system support and installation.
Typically, candidates for secondary teaching certification in mathematics must be prepared for, and successfully complete, MAS 111, 112 (Analysis) and MAS 113, 114 (Intro to Mathematical Thinking) in their freshman year to complete the program in 4 years. Preparation for these courses is determined by a review of the student's academic record and through the Calculus Readiness Test, which is administered during a New Student Advising Day.
Mathematics/Secondary Education
Students seeking secondary certification in mathematics must complete: a
major in mathematics including MAS 270 or MAS 372; MAS 322, 325; and CSC 131. Certification candidates must also complete the following courses:
EDU 245 Lang, Diversity, Achieve: 7-12| This course is designed to allow the pre-service music, art, language, or grade 7 - grade 12 secondary teacher certification candidate to gain an understanding of the complex factors impacting the education and language acquisition of the diverse language and cultural minority groups of the United States. This course is required under Act 49-2 and may be taken while student teaching. |
| A study of the legal, social, historical and philosophical foundations of American education correlated with a survey of the principles and theories of influential educators. Includes required weekly field practicum (two hours per week minimum). Limited to any student desiring teacher certification in any 7-12 secondary or K-12 content area with an approved PDE certification program or permission of instructor. This course is not open to early childhood or music education majors. |
| This course will offer comprehensive preparation for teaching mathematics in secondary schools through discussing, reading, writing, and completing projects. Students enrolled in this course will explore and utilize materials, techniques and methods of instruction for a variety of populations; synthesize, reconfigure and connect what they have learned within the areas of mathematical literacy, writing, and education; evaluate student work by creating their own rubrics to assess learning in units and assignments for all students including those with disabilities; use technology effectively as an instructional tool; establish and practice appropriate classroom management strategies for all students including those with disabilities; design lessons/units of study that meaningfully integrate different and varied aspects of mathematics; explore and utilize materials, techniques and methods of classroom instruction for a variety of populations. |
| A study of the basic principles and procedures for middle school and secondary classroom management and instruction |
| Students spend an entire semester in an area school under the supervision of a cooperating teacher. |
| This course is designed to introduce all categories of disability. Specific attention will be given to the potential cognitive, physical, social, behavioral, and language differences in children with disabilities. Delivery approach will include, but not be limited to: lecture, case study discussions, and student presentations. |
| This course will begin with a historical overview of the field of special education, including key legislation and litigation that drives current practice. Assessment tools for diagnosing disability will be introduced, as well as assessment tools for documenting student progress. In addition, collaboration and communication skills essential for working as a part of the special education team will be practiced and further developed. Delivery approach will include, but not be limited to: lecture, field experiences, and hands-on experience with various assessments. |
Note: Students transferring credits into the program from other institutions may also need to take the following:
SPE 258 Instruct & Behav. Strategies
| The focus of this course content will be on (a) behavioral principles and their application in the classroom, (b) literacy development and literacy interventions for students with disabilities, and (c) evidence-based instructional strategies in other content areas, such as mathematics, social studies, science, and the creative arts. Delivery approach will include, but not be limited to: lecture, case study applications, field experiences, hands-on experience with various literacy programs, and student presentations. |