B.S. in Secondary Mathematics Education
The Fischler College of Education is no longer accepting new applicants for this program.
Your favorite mathematics teacher inspired you. Now you can become that inspirational teacher for the next generation. In today's world of technology, math has become more important than ever before. Be ready to meet your students' needs by preparing for teacher certification in this vital field.
What you'll study
Methods of teaching. Mathematics specialty courses. A practical internship and seminar. You'll combine the study of mathematics with the study and practice of teaching.
How you'll learn more
As a culminating experience, you'll spend 12 weeks teaching mathematics in a supportive school while an expert supervises and guides your development. You'll be able to apply your studies and research in the real world.
Where it can take you
With graduation and passage of the Florida Teacher Certification Examinations, you gain initial certification as a mathematics teacher for grades 6 to 12 in Florida and potentially 38 other states. Earning your license makes you a professional who will be in constant demand. You'll have choices of schools and other educational settings in which to practice your craft.
Review the approximate annual cost of tuition, housing, studying part-time, and other options.
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GENERAL EDUCATION REQUIREMENTS (30 credits)
Students are required to complete 30 credit hours as part of the General Education Program. For specific course requirements, refer to the General Education Program section in the Academic Resources and Procedures segment of the catalog.
PROGRAM REQUIREMENTS (3 credits)
| Course Number | Descriptions | Credits |
|---|---|---|
| EDUC 2500 | Education Pre-enrollment Seminar This seminar provides an orientation to technology and program skills necessary for successful participation in the undergraduate programs. Students will be introduced to university systems designed to provide support and services to the undergraduate student during the formal program of study. An overview of all facets of the undergraduate programs will be provided, including how to locate course schedules online, how to contact academic advising, and how to access resources. Students will learn interactive technology skills, such as using e-mail and sending attachments, navigating the Internet, accessing the electronic library, using APA format, locating and using the undergraduate website and using Blackboard for online classes. Prerequisite(s): None |
0 |
| ESOL 2903 | Cross Cultural Studies This course will enable students to expand their knowledge of a multiplicity of cultural groups nationwide. This knowledge will allow them to identify culture-specific verbal and nonverbal communications and school behaviors resulting from cultural variations and their influence on student behavior/attitudes. The use of recent research findings and cross-cultural awareness will assist participants in maximizing student learning and in designing culturally-sensitive instructional materials while exhibiting appropriate teacher behaviors in cross-cultural school settings. In addition to class meetings, a 10 hour virtual field experience is required for this course. Prerequisite(s): None |
3 |
Education Major Courses (68 credits)
Teacher candidates in the state-approved teacher education program in the middle grades English education major (grades 5–9) must also keep track of program benchmarks within the courses. There are five benchmarks, coinciding with five blocks in the state-approved programs. At these five benchmarks, teacher candidates provide documentation showing completion of program requirements. A supervised field experience occurs in SECE 4350.
| Course Number | Descriptions | Credits |
|---|---|---|
| EDUC 3330 | Integrating Instructional Technology in the Classroom Presents strategies for technological integration into the classroom curriculum in elementary/secondary learning environments. Hands-on experiences will allow students to apply teaching practices and research to specific learning needs of typical and atypical learners. In addition to class meetings, a minimum of 5 hours in school & (5) virtual observation hours are required. |
3 |
| ESOL 3340 | Survey of TESOL for Teachers This course will assist participants in identifying and selecting instructional strategies, approaches, and materials for the development of listening, speaking, reading and writing skills in ESOL classrooms. Knowledge of these elements will be demonstrated by development and presentation of lesson plans appropriately based on age, language proficiency, cultural background and learning styles. A 10 hour field experience is required for this course. Prerequisite(s): ESOL 2903 |
3 |
| EDUC 3350 | Survey of Exceptional Student Education Foundations in exceptional student education in which historical perspectives, student characteristics, prevalence, incidence, etiology and medical aspects of exceptional learners are discussed. Techniques of prevention and intervention, from infancy through adulthood, are explored through classification processes, the continuum of services and the utilization of community services. Current trends and issues will be investigated. In addition to class meetings, a minimum of 10 hours of observation and participation in a field setting is required. Prerequisite(s): COMP 1500, COMP 2000 or COMP 2020, MATH 1040, MATH 1050, and GKEP |
3 |
| EDUC 3360 | Educational Psychology This course combines the two fields of psychology and education. It is the scientific study of human beings and the principles by which learning can be increased and directed by education. Students will learn about principles of development, learning, assessment, and motivation, among other areas of study for prospective teachers to consider as they analyze student behavior and make decisions for instruction. Prerequisite(s): None |
3 |
| EDUC 3525 | Principles of Instruction This course focuses on building teacher candidates? repertoire of instructional practices and lesson planning skills. Candidates learn about six pedagogical models: presentation, concept teaching, direct instruction, cooperative learning, problem-based instruction, and discussion. Candidates apply their knowledge of the instructional practices as they learn how to plan a lesson that promotes students? achievement. This course is ESOL infused. Prerequisite(s): EDUC 3360 |
3 |
| SECE 4320 | Middle and Secondary Schools Classroom Management This course examines the knowledge base and repertoire for effective classroom management for the middle and secondary school classroom. Course work is tied to state standards (e.g., Florida Preprofessional Educator Accomplished Practices, Interstate Teacher Assessment and Support Consortium). Teacher candidates are required to apply their classroom management knowledge base and repertoire in an actual middle or secondary school classroom; therefore, ten hours of field experiences are required. This course is ESOL infused. Prerequisite(s): none |
3 |
| SECE 4350 | Methods of Teaching Math in Secondary School This course will focus on methods of teaching mathematics in middle and secondary school. Students will explore major concepts and procedures that define the following mathematical domains: Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics. Emphasis is on mathematical problem solving; the necessary training for lifelong learning; use of mathematics-specific technology and varied representational tools, including concrete models; alternative assessment; and techniques of assertive discipline including analyzing and considering research. Students will explore a variety of techniques and reflect on approaches most applicable to teaching and learning in the middle school and high school mathematics classroom. "Hands-on" approaches, resources, materials, technology, and ideas drawn from the student's experience will be discussed. A full and comprehensive grasp of the National and State standards in Mathematics will be developed along with the historical development and perspectives of each domain including contributions of significant figures and diverse cultures. There will be a 10 hour field experience in a middle or secondary school. Supervised field experience activities: collecting observation data using pre-selected tools, incorporating mathematics-specific technology, teaching a lesson with activities to promote critical thinking, and working with the teacher and ESOL/LEP students in the classroom will require students to know, understand, teach, and be able to communicate their mathematical knowledge of the competencies. Prerequisite(s): EDUC 2500, EDUC 3330, EDUC 3350, EDUC 3360, and EDUC 3525 |
3 |
| EDUC 4200 | Simulation Experience-Diversity The Simulation Experience is a three credit, eight week course that all students must complete prior to internship. Students (in teams) are "placed" in simulated school settings and required to recommend interventions relating to issues that arise relating to diversity. The Simulation Experience takes place over three phases; these phases take place in a kindergarten, middle school, or high school setting. The Simulation Experience is directly related to the QEP (Quality Enhancement Plan) within the Abraham S. Fischler College of Education at Nova Southeastern University. Prerequisite(s): EECP 3550 or ELEM 4320, or ESED 4320, or SECE 4320 |
3 |
| SECE 4560 | Methods of Teaching Secondary Reading This course addresses the significance of reading ability and study skills throughout the secondary school curriculum. The emphasis is on identifying sources of difficulties experienced by secondary school students in reading and learning from instructional materials. General strategies for learning from textbooks are examined as well as study skills and specific strategies for dealing with text materials from particular content areas. Students will implement ESOL strategies in planning and presenting lessons. In addition to class meetings, at least 10 hours of field experiences are required. Prerequisite(s): EDUC 2500, EDUC 3330, EDUC 3350, EDUC 3360, and EDUC 3525 |
3 |
| ESOL 4565 | Second Language Learning This course will assist participants in identifying and selecting instructional strategies, approaches, and materials for the development of listening, speaking, reading and writing skills in ESOL classrooms. Knowledge of these elements will be demonstrated by development and presentation of lesson plans appropriately based on age, language proficiency, cultural background and learning styles. A 10 hour field experience is required for this course. Prerequisite(s): ESOL 2903, and ESOL 3340 |
3 |
Math Specialty Courses
| Course Number | Descriptions | Credits |
|---|---|---|
| MATH 1200 | Pre-calculus Algebra |
3 |
| MATH 1250 | Trigonometry |
3 |
| MATH 2100 | Calculus I |
4 |
| MATH 2200 | Calculus II |
4 |
| MATH 2020 | Applied Statistics |
3 |
| MATH 2250 | Euclidean Geometry |
3 |
| MATH 3300 | Introductory Linear Algebra |
3 |
| MATH 3350 | Number Theory |
3 |
| EDUC 4570 | Internship and Seminar This course offers a comprehensive review and practical application of educational philosophy, methods, and strategies through a 12-week clinical experience (internship) that includes coursework and seminars. The central coursework is composed of a 12-week field experience, with a concurrent seminar serving as a supportive and reinforcing component. During the seminar sessions, the teacher candidate will explore, in depth, such topics as school board rules, regulations, and policies; professional ethics; best practices; Professional Generic Competencies; Preprofessional Educator Accomplished Practices; state standards; teaching strategies; current trends in education; review and discussion of essential teaching competencies; Bloom?s Taxonomy as it relates to comprehensive student assessment; self-assessment; and assessment of the student teaching experience. This is an ESOL infused course. Prerequisite(s): None |
12 |
ELECTIVES (21 credits)
TOTAL CREDITS: 122
Coursework for NSU's bachelor's degree in mathematics education is state-approved in Florida and available for traditional students and working professionals at NSU's Main Campus in South Florida, located in Fort Lauderdale. In addition, the degree is available online. The distance education program allows students who are too busy professionally or live farther away to receive their math education degree in Florida.
The field experiences provide math teacher candidates with an opportunity to perform the duties of a classroom teacher within the classroom setting. The purpose of these experiences is to allow teacher candidates to demonstrate their understanding of the Florida Educator Accomplished Practices and subject area competencies. A minimum of 10 field hours total are required per education course and are to be completed throughout the mathematics education program.
The clinical practice (internship) is the culminating experience for those teacher candidates earning a bachelor’s degree in math education. The teacher candidate is assigned full time to a school for 12 weeks. Opportunities are provided for the teacher candidate to engage in lesson planning, instruction, and parent/teacher conferences. During this period, the teacher candidate will observe, teach, and evaluate students in conjunction with the regular classroom teacher.
The Bachelor of Science in Secondary Mathematics Education, Florida state-approved for initial certification, meets all requirements of the Florida Department of Education’s secondary mathematics education (grades 6-12) initial certification.
Florida participates in the Interstate Agreement on Qualification of Educational Personnel with 38 other states for teacher certification and/or licensure. Graduates who wish to teach outside the state of Florida must contact their state’s Department of Education for information on achieving certification through reciprocity.
See the entire program at a glance. The four-year plan of study will assist you in planning your future at NSU. It presents an overall idea of the order in which courses might be taken in a four-year plan during a student's college career.
4-Year Plan of Study