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Math Education (BS)

Hours - 64—82 Credit Hours
Effective Sep. 2017
Last Revised 6/12/2020

Program Requirements

Math Content - 43 Credits

Course Number Title Semesters Offered Credit Hours
CIS 101 Beginning Programming F, W, S 3.0
MATH 212 Calculus I F, W, S 5.0
MATH 213 Calculus II F, W, S 5.0
MATH 214 Multivariable Calculus W, S 5.0
MATH 121 OR Principles of Statistics F, W, S 3.0
MATH 421 Mathematical Statistics F 3.0
MATH 301 Foundations of Mathematics F-even years, W-even years, S-odd years 3.0
MATH 302 Foundation of Geometry F-odd years 3.0
MATH 308 Mathematics Using Technologies S-even years 3.0
MATH 343 Elementary Linear Algebra F-odd years, W-odd years, S-even years 3.0
MATH 377 OR Secondary Mathematics Teaching Methods F-even years 2.0
SCED 350 General Methods for Secondary Teachers F, W 2.0
MATH 471 Abstract Algebra I F 3.0
PHYS 121 Introduction to Newtonian Mechanics F, W 3.0
MATH 490R Mathematics Seminar S 2.0

Education - 21—39 Credits

Course Number Title Semesters Offered Credit Hours
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
HWST 101 Introduction to Hawaiian Studies F, W, S 3.0
EDU 340 Human Growth and Learning in Schools F, W 2.0

    Course Number Title Semesters Offered Credit Hours
    SPED 300 Education of Exceptional Students F, W, S 3.0
    EDU 305 Computer and Technology Assisted Instruction F, W, S 2.0
    EDU 312 Effective Pedagogy F, W, S 3.0
    EDU 385 Education Assessment in the Classroom F, W, S 3.0
    SCED 401 A Multicultural Approach to Reading in the Content Area F, W 3.0
    SCED 430 Classroom Management in Secondary Contexts F, W 2.0
    SCED 491 Observation and Practicum F, W 3.0
    SCED 492 Student Teaching F, W 12.0

    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 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.