Mathematics Education
 

Mathematics Education

Mathematics Education
BS
Hours77 Credit Hours
MAPMajor Academic Plan

Program Requirements

This major is designed to prepare students to teach in public schools. In order to graduate with this major, students are required to complete Utah State Office of Education licensing requirements. To view these requirements go to http://education.byu.edu/ess/licensing.html or contact Education Student Services, 350 MCKB, (801) 422-3426.
For students accepted into the major after August 1, 2014, grades below C in any required coursework in a teaching major or teaching minor will not be accepted. Teacher candidates must maintain a total GPA of 3.0 or higher throughout the program and to qualify for student teaching. For details on admission and retention requirements for teaching majors and teaching minors, see Educator Preparation Program (EPP) Requirements.
requirement 1 Complete 6 courses
Core requirements. Note 1: Prerequisites for all mathematics education courses will be strictly adhered to. Note 2: FBI fingerprint and background clearance must be completed prior to enrollment in MthEd 276.
A teaching minor is not needed for licensure. However, students interested in teaching an academic subject in addition to mathematics should consider pursuing a teaching minor in that discipline.
requirement 4 Complete 2 options
Professional Education Component:
Licensure requirements: Contact Education Student Services, 350 MCKB, 422-3426, to schedule the final interview to clear your application for the secondary teaching license. You should be registered for your last semester at BYU prior to the scheduled appointment.
Student teachers/interns must complete the PIBS form, sign both the mentored teacher and university supervisor PAES forms, and attach their TWS to their MyLink account. All three must be completed to be cleared for graduation.
Program Outcomes: 

Mathematics

Graduates understand central concepts, tools of inquiry, and structures of the discipline of mathematics as well as core representations, canonical examples, and alternative algorithms germane to teaching secondary school mathematics.

Understanding of Mathematics Learners

Graduates make instructional decisions that 1) help students develop mathematical knowledge by building on prior knowledge and experience; 2) reflect how students differ cognitively, linguistically, socially, emotionally, and physically; 3) provide students regular opportunities to reason about and make sense of mathematics in an environment of high expectations and strong support.

Instructional Design for Mathematics Learning

Graduates can design learning environments and mathematical experiences that engage all students in the exploration and development of mathematical ideas and can effectively foster these environments and orchestrate these experiences by promoting conceptual understanding, procedural fluency, and authentic mathematical practices.

Assessment of Mathematical Learning

Graduates can design and use formative and summative assessments that monitor student progress, inform instructional decisions, and engage students in assessing their own mathematical learning.

Professionalism

Graduates demonstrate professionalism through maintaining appropriate relationships and behavior in the school setting, and by seeking opportunities to improve practice and advance the profession through reflecting on practice, soliciting and incorporating feedback, and contributing to professional, school, and community organizations.

Spiritual Stewardship

Graduates seek integrity between their personal and professional lives consistent with the restored gospel of Jesus Christ by recognizing all students as children of God and striving to nurture their divine potential; applying gospel-centered principles of teaching and learning to family relationships, gospel service, and involvement in the community; and serving as examples of a Christ-centered life within their spheres of influence.