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Math Education (BS)

Hours - 64—82 Credit Hours
Effective Sep. 2017
Last Revised 8/23/2021
Holokai Categories: Math & Sciences and Professional Studies

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Program

The Discipline

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Program Requirements


Math Content - 43 Credits

Course Number Title Semesters Offered Credit Hours Prerequisites
CIS 101 Beginning Programming F, W, S 3.0
MATH 212 Calculus I F, W, S 5.0
MATH 213 Calculus II F, W 5.0 MATH 212, corequisite MATH 301 recommended
MATH 214 Multivariable Calculus W, S 5.0 MATH 213, corequisite MATH 301 recommended
MATH 121 OR Principles of Statistics OR F, W, S 3.0 MATH 107 or MATH 110 or ACCT 186 (for ACCT majors only) or Score 24 on Math Section of the ACT or 590 on Math Section of the SAT
MATH 421 Mathematical Statistics F 3.0 MATH 214
MATH 301 Foundations of Mathematics F-even, W-even, S-odd 3.0 MATH 212
MATH 302 Foundations of Geometry F-odd 3.0 MATH 212 or permission of instructor
MATH 308 Mathematics Using Technologies S-even 3.0 MATH 121, 212
MATH 343 Elementary Linear Algebra F-odd, W-odd, S-even 3.0 MATH 212
MATH 377 OR Secondary Mathematics Teaching Methods OR F-even 2.0 Pre- or corequisite MATH 212
SCED 350 General Methods for Secondary Teachers F, W 2.0 EDU 312, corequisite SCED 491
MATH 471 Abstract Algebra I F 3.0 MATH 301
PHYS 121 Introduction to Newtonian Mechanics F, W 3.0 MATH 212 and either high school trigonometry or MATH 111, and passing a comprehensive mathematics exam during first week of semester. Sample math exam available in Canvas.
MATH 490R Mathematics Seminar S 2.0


Education - 21—39 Credits

Course Number Title Semesters Offered Credit Hours Prerequisites
EDU 212 Foundations of Education F, W, S 2.0
EDU 200 Human Growth and Learning in Schools F, W, S 3.0

Recommended Electives:

Course Number Title Semesters Offered Credit Hours Prerequisites
HWST 101 Introduction to Hawaiian Studies F, W, S 3.0 (Required for Hawaii License Track)
EDU 340 Multiculturalism and Culturally Responsive Teaching Through Sheltered Instruction F, W 2.0 (Required for International Track)


    Course Number Title Semesters Offered Credit Hours Prerequisites
    SPED 300 Education of Exceptional Students F, W, S 3.0 EDU 200
    EDU 305 Computer and Technology Assisted Instruction F, W, S 2.0 EDU 212 for education majors only or TESOL 240 for TESOL major/certs only
    EDU 312 Effective Pedagogy F, W, S 3.0 EDU 212
    EDU 385 Education Assessment in the Classroom F, W, S 3.0 EDU 312
    SCED 401 A Multicultural Approach to Reading in the Content Area F, W 3.0 EDU 312, corequisite SCED 491 (except for non-certification track)
    SCED 430 Classroom Management in Secondary Contexts F, W 2.0 EDU 312, corequisite SCED 491 (except for non-certification track)
    SCED 491 Observation and Practicum F, W 3.0 EDU 312, corequisite SCED 401, SCED 430, and formal admission to TE
    SCED 492 Student Teaching F, W 12.0 Successful completion of all preliminary courses including SCED 491



    Additional Program Requirements

    Application to the Teacher Education Program must take place before professional year courses may be taken.

    Application deadlines: February 15 for those beginning professional year courses in fall semester. May 15 for those beginning professional year courses in winter semester.

    No grade below "C-" accepted.

    All courses in the education major can be retaken 1 time to improve a grade lower than C-.

    If the second attempt is lower than a C-, the student will be removed from the major.


    Program Learning Outcomes

    Upon completing a major in secondary education, students can demonstrate an understanding of these outcomes:

    • Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
    • Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
    • Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
    • Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
    • Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
    • Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
    • Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
    • Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
    • Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
    • Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.

    Admission to All Programs

    Admission to the secondary education degree requires a valid MAP that satisfies university graduation criteria. Admission to the teaching track requires letters of recommendation, completed application packet, and a formal interview. Please see the dean/academic advisor for further details.


    The Discipline


    All courses offered in the secondary education teacher education program are designed to meet the performance standards established by the Hawaii Teacher Standards Board (HTSB) and to provide a classroom-oriented knowledge base in a subject content area. Field experiences are attached to most academic professional classes in the Teacher Education Program, with the capstone experience being student teaching for students working to teach in grades seven through 12 in public or private schools.

    The program provides the opportunity for prospective teachers to learn about the culture of the secondary school, develop a solid foundation in basic principles of teaching and learning that originate in educational theory and research, and become proficient in systematically applying those basic principles in practical U.S. and international settings.


    Career Opportunities

    The Secondary Education Program prepares students for a career teaching students in grades seven to twelve. Individuals may also pursue other career opportunities in education such as counselors, curriculum specialists and administrators.