If you have a passion for mathematics and want to help others develop their talent for numbers, you should consider a BA in Secondary Mathematics Education. With equal emphasis placed on both the mathematics and education portions of the curriculum, SNHU is dedicated to ensuring that students have not only the expertise necessary to succeed, but also the teaching skill set that will allow them to easily convey their knowledge to the next generation of young learners.
Newly created in 2015, the Secondary Mathematics Education major at SNHU is a program designed to help students make the most of both their desire to learn and desire to teach. Rather than offer the same classes to all mathematics majors, SNHU has a wide range of course options tailored specifically to our future teachers.
The University is pursuing approval by the New Hampshire State Board of Education for an approved certification program in Mathematics Grades 7-12. Students may take courses associated with this certification while the University seeks approval. Until approval is granted, students cannot be recommended to the State Department of Education for certification. State certification is contingent upon the program being approved by the New Hampshire State Board of Education.
Not available for international students.
Mathematics teachers are always in high demand, particularly at the high school level. The Secondary Mathematics Education program at SNHU prepares students to teach high school mathematics, and offers unique and exciting student teaching and field experience opportunities. At SNHU, we pride ourselves on offering students an impressive range of 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:
High school math teachers are almost always in short supply, which is great news for Secondary Mathematics Education majors. This program will prepare students for success in the high school math education field, culminating in professional teacher certification in the state of New Hampshire (a certification which is reciprocal in most other states), upon program approval by the New Hampshire State Board of Education.
The New Hampshire Department of Education has repeatedly stated the need for more math teachers in the state, which means that job opportunities are plentiful. With a clear path to employment and considerable opportunity for growth, teaching high school math offers both job security and room for advancement.
At SNHU, we believe that your experiences outside the classroom are just as important as your time on campus. As a part of the Secondary Mathematics Education program, we won’t make you wait—you’ll start accumulating field experience during your very first year on campus. By the time you begin your senior year, you’ll have over 100 hours of experience to draw upon, making the transition to a student teaching role as seamless as possible.
The BA in Secondary Mathematics Education stradles the line between classroom learning and real-world experience. The goal of the program is to refamiliarize students with high school mathematics principles while preparing to achieve teacher certification.
You’ll do more than simply learn the subject matter in this program—you’ll learn how to effectively convey it to your students in a classroom environment. This means going out into the real world, setting foot in real classrooms, and interacting with real students.
At some schools, you might wait until your junior or even your senior years before you have the opportunity for field experience. Not here. At SNHU, you’ll start working in the field during your very first year, and you’ll accumulate at least 100 hours of field experience before your senior year even starts.
This experience will include working with local school districts, meeting and networking with local teachers, superintendents, and other school administrators, and opportunities to student teach. To cap off the program, you will experience 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 will be permitted to begin student teaching).
This program meets or exceeds the recommendations for pre-service middle school mathematics teacher programs by:
Free elective Credits: 9
This course is a continuation of MAT 225 that deepens a student's understanding of single-variable calculus. Students will learn new techniques of integration, including substitution, integration by parts, partial fractions, and integration tables. This course will also extend a student's knowledge of addition. That is, students already know how to add two, three, or n numbers together but, in this course they will learn how to add an infinitely many numbers together. This will enable students to represent differentiable functions-including exponential, trigonometric and logarithmic functions-as functions that look like polynomials with infinitely many terms. In doing so, students will enhance their abilities to evaluate and estimate integrals. Finally, students will also learn about parametric curves and polar coordinates-both useful tools for describing the motion of moving objects such as projectiles, planets, or satellites-in order to apply single-variable calculus skills in additional settings. Students may not take both MAT 211 and MAT 275 for credit.
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.
This is an introductory course in Number Theory. The course will explore the properties of, and the relationship between, the natural numbers, integers, rational numbers, and irrational numbers. This course will explore and prove theorems related to topics in number theory such as: Pythagorean Triples, Divisibly, The Fundamental Theorem of Arithmetic, Congruences, the Chinese Remainder Theorem, Prime numbers, Modulo arithmetic, Pell's Equation, Diophantine's Approximation, and the Gaussian Integers.
Many real-world applications of calculus in science, engineering, economics, and business employ functions with many variables. This course extends the basic concepts of single-variable calculus developed in MAT 225 and MAT 275 to functions of several variables. Topics include vectors, the geometry of space, vector-valued functions, motion in space, partial derivatives and multiple integrals.
Differential equations are useful in modeling real-world phenomenon involving rates of change such as the spread of disease, the change in a population, the free fall of an object, and the decay of a radioactive substance. This is a first course in differential equations. Topics include solving first- and higher-order differential equations and modeling with first- and higher-order differential equations.
This is a first course in linear algebra and matrices. Topics include systems of linear equations, linear independence, matrices of linear transformations, matrix algebra, determinants, vector spaces, eigenvalues and eigenvectors. After mastering the basic concepts and skills, students will use their knowledge of linear algebra to model a selection of applied mathematics problems in business, science, computer science and economics.
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 is the mathematics capstone course for Middle School and Secondary Mathematics Education majors. Students will spend time reflecting on the mathematics learned in previous courses through rich problems that draw on concepts from multiple disciplines in mathematics. The course will help students develop a deeper and more connected understanding of school mathematics content while continuing to develop their mathematical habits of mind and problem-solving strategies. 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 gives students an overview of American education through analysis of its historical and philosophical roots. Contemporary issues in American education are emphasized. Non-education majors may use this course as a social science elective.
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 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 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.
Topics in this course include research methods such as: case studies, interviews and action research. Students will engage in these types of research and analyze related research done in the field of mathematics education. Students will design and implement a research project based on the concepts learned in this class. The impact of research on policies and practices will be explored as students familiarize themselves with state and national standards and policies. Students will also learn how to interpret findings from research and relate them to classroom practices. The course will require 10 - 20 hours of field experience.
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.
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.
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...