Earn your BA in Middle School Mathematics Education at Southern New Hampshire University and be prepared for a career teaching math in grades five through eight. Our program was created specifically for those wishing to teach middle school math. Unlike most math education programs, the curriculum doesn't just pair math courses and tack on education courses. Instead, our courses integrate math and education specifically for prospective teachers. For example, you won't take an abstract algebra course intended for math majors. You'll take Algebra for Teachers.
While the BA in Middle School Mathematics Education was created specifically to meet the demand for middle school math teachers, it's not just for "math whizzes." The program offers a number of unique benefits, including:
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of earning your BA in Middle School Mathematics Education at SNHU include:
Job opportunities for middle school math teachers are abundant.
Students majoring in middle school mathematics education will be prepared for New Hampshire certification to teach math in grades five through eight. This certification is reciprocal in most states.
There is a critical shortage of middle school math teachers in New Hampshire, according to the state Department of Education. Middle school math teaching is one of 10 "very favorable occupations," meaning there are plentiful openings and opportunity for growth, according to the New Hampshire Employment Security Economic & Labor Market Information Bureau.
This program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an initial teacher's license or endorsement in New Hampshire. Southern New Hampshire University cannot guarantee licensure, certification, endorsement, or salary benefits. View disclosure information.
The BA in Middle School Mathematics Education is a teacher certification program created for students who want to teach middle school math. New Hampshire certification is reciprocal in most states.
The program features courses created specifically for those interested in teaching math.
You won't have to wait until after graduation to put education theory into practice - SNHU students work in real classrooms beginning first semester, freshman year.
Field work includes math and literacy nights in local school districts, networking opportunities with teachers and superintendents, and opportunities to student teach. The program culminates in a 16-week, full-time student teaching experience under the supervision of a full-time teacher. (Students must pass the Praxis II exam before they begin.)
This program meets or exceeds the recommendations for pre-service middle school mathematics teacher programs by:
Free elective Credits: 15
This is the first course of a two-semester sequence which explores the mathematics content in grades K-6 from an advanced standpoint. Topics include: problem solving; functions and graphs; and numbers and operations. This course is open to Early Child Education, Elementary Education, Middle School Mathematics Education, Music Education and Special Education Majors ONLY.
Calculus is the mathematical study of change that has widespread applications in science, engineering, economics and business. This course provides a rigorous introduction to single-variable calculus. Topics include limits, continuity, differentiation and integration of algebraic, trigonometric, exponential, and logarithmic functions, applications of derivatives, and integration, including the Fundamental Theorem of Calculus. This course will encourage students to think beyond memorizing formulas and to work towards understanding concepts. Students may not take both MAT 210 and MAT 225 for credit.
Discrete mathematics is the study of mathematical structures that are fundamentally discrete rather than continuous. That is, in contrast to the real numbers that vary continuously, the objects of study in discrete mathematics take on distinct, separated values. Topics include operations on sets, logic, truth tables, counting, relations and digraphs, functions, trees and graph theory. A significant goal of this course is to improve students' critical-thinking and problem-solving skills.
This course introduces students to the language and methods used to create and write mathematical proofs and solve problems. Methods of proof will include: direct, contrapositive, contradiction, and induction. Methods of problem solving will be based on Polya's four steps for problem solving. Students will learn about and utilize the many functions of proof including: verification, explanation, communication, discovery, justification, and inquiry. The course will also explore the relationship between problem solving and the process of proving. Students will explore fundamental abstract concepts in mathematics including: functions and relations, set theory, number theory, and logic.
In this course students will study topics in data analysis including: descriptive statistics, probability, odds and fair games, probability distributions, normal distributions, estimation, and hypothesis testing. The course format will include: hands-on activities; computer-based simulations; creating and implementing student developed investigations; and actual middle school mathematics classroom activities. Throughout the course students will be given opportunities to relate the mathematical concepts studied in this course to the mathematical concepts they will be teaching. This course is not appropriate for students who have completed MAT-240, MAT-245 or MAT-250.
This course will examine concepts in Euclidean and non-Euclidean geometries. Course topics include: area and volume, congruence and similarity, properties of and relationships among geometric shapes and structures. The Pythagorean Theorem, and motion and symmetry. Students will engage with these concepts through proofs, problem solving, dynamic geometric software, and through activities used in middle school mathematics. Throughout the course students will be given opportunities to relate the mathematical concepts studied to the mathematical concepts they will be teaching.
This course will examine concepts in algebra including: Patterns, arithmetic sequences, geometric sequences, arithmetic and algebra of the integers, least common multiple and greatest common divisor, The Fundamental Theorem of Arithmetic, The Division Algorithm and Euclidean Algorithm, modular arithmetic and systems of numbers, properties of groups and fields, the field of complex numbers, polynomial arithmetic and algebra, The Fundamental Theorem of Algebra, linear equations, matrix algebra determinants, and vectors. Students will engage with these concepts through proofs, problem solving and through activities used in middle school mathematics. Throughout the course students will be given opportunities to relate the mathematical concepts studied to the mathematical concepts they will be teaching.
This course will look at the historical development of the disciplines of mathematics and mathematics education. Within the discipline of mathematics we will examine the development of number and number systems, geometry and measurement, algebra, probability and statistics, calculus, and discrete mathematics. Within the discipline of mathematics education we will examine the development of learning theories, theories of teaching mathematics, research trends, and mathematics curriculum. Throughout this course students will study the history of mathematics and mathematics education through readings, case studies, and problem sets.
This course surveys and focuses on child growth and development from age birth through the life cycle. Theories pertinent to individual stages are provided and the sociological, cultural and psychological aspects of human growth and development are included. An overview of all developmental stages will be covered.
This course give students an overview of American education inlcuding history, philosophy and current issues. It will introduce students to strategies for creasting a learning environment that support student learning. This course is taken concurrently with EDU 102-L.
This course will introduce students to classroom structures that support differentiated instruction and other research-based approaches for effective teaching. Topics include lesson planning and ?reflection, state standards and grade level expectations, small group and whole group instruction, and assessment tools strategies. This course is taken concurrently with EDU 102.
This basic course for classroom teachers explores various techniques necessary for designing and implementing authentic measures to assess successful student learning.
This course provides students with innovative and authentic learning experiences about middle-level education. Topics include team teaching, advising, integrating curriculum, active learning, cooperative learning, trackless classes, block scheduling, community service programs, health education, and full exploratory and concentrated curriculum.
This course helps to prepare students to teach mathematics in grades 5 through 8 or 7 through 12. The course will develop content pedagogical practices based on current research and standards through a combination of academic and field-based experiences. Students will explore the developmental and environmental characteristics appropriate for the grade range including but not limited to assessments, learning theories and knowledge construction. Students will learn how to connect mathematics and other disciplines, incorporate manipulatives and current technologies into instructional design.
This course focuses on the development of reading and writing strategies in support of the content areas in grades 5-12. Students will become familiar with effective practices used to support the development of literacy strategies for strudents on the secondary level.
This course develops students' knowledge and skill with technology with the ultimate aim of using technology to enhance student learning and achievement. This course also introduces students to learning target (standards/outcomes) and a general model of curriculum development, implementation and assessment. Offered every fall and spring.
This course is the first of two full-time student teaching experiences required for undergraduate students seeking teacher certification. Students spend four days each week in a NH public school under the mentorship of a certified teacher for one full semester. During this time, the student teacher receives close and continuous supervision and guidance from teaching personnel at the school and by a member of Southern New Hampshire University faculty. This course also includes seminars at the university. TCP acceptance and acceptance to Student Teaching is required.
All teacher education majors seeking certification will participate in 16 weeks of full-time practice teaching at nearby schools. During the 16 weeks, the student teacher receives close and continuous supervision and guidance from teaching personnel at the school and by a member of the Southern New Hampshire University faculty. This course also includes seminars at the university. TCP acceptance is required.
The purpose of this course is to prepare teacher candidates of secondary school certifications for the ethical decisions they will confront in their professional lives. Students will explore ethical best practice and decision-making regarding professional responsibility, caring for students, and promoting the wellbeing of the school and community.
This course is a one-credit course taken by Middle School Mathematics Education and Secondary Mathematics Education majors during the final semester of student teaching. Students will spend time reflecting pedagogical content knowledge learned in previous courses and during student teaching. The course will help students develop a deeper and more connected understanding of middle school and secondary mathematics content. Students will also spend time connecting their knowledge of mathematics education to national and state standards and policies regarding the mathematical education of students.
This course provides students with deep understanding of children with disabilities and specific characteristics of disabilities and how they impact learning in the general curriculum. Students will examine and be prepared to define ways in which such disabilities are diagnosed and possible strategies and techniques (to include assistive technology) to assist the student in the general classroom to the extent possible. Tiered Support Systems will be discussed as a general education initiative that can serve the needs of all students. Students will research resources available for families and schools to support the needs of disabled children. The role of the family and school as partners will be developed as a critical technique to serve the needs of students, as well as facilitating effective meetings and communication efforts that must be part of the role of special educator.
An education from Southern New Hampshire University is a smart investment for your future. It’s an affordable investment, too. We believe that college should change your life, not break the bank. That’s why more than 90 percent of our students receive some form of financial aid, and students with a GPA of 2.5 and higher could receive up to $18,000 in grants and scholarships.
Southern New Hampshire University is a private, nonprofit institution accredited by the New England Association of Schools and Colleges as well as several other accrediting bodies. More...