Major in Mathematics - Secondary Education Concentration

Mathematics majors in the Secondary Education Concentration are eligible, upon graduation, to apply for certification to teach mathematics for grades 7-12 in the state of Maryland.

The mathematics secondary education concentration requires 119–122 units for completion. Students must complete 52 required units in content courses, 24 required units in Towson UTeach courses, 30 required units in Core Curriculum courses not satisfied by the major, and 13 required units in their final internship and seminar, earning a grade equivalent of 2.00 or higher in each course.

Standards for Teacher Education

The Teacher Education Executive Board, representing all initial teacher education programs at Towson University, utilizes the following minimum requirements as conditions for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.

The College of Education admits students either as freshmen or as undergraduate transfer students from accredited, post-secondary institutions. During the freshman and sophomore years, students are generally engaged in pre-professional courses or courses that fulfill Core Curriculum requirements, as well as all identified prerequisites (e.g., specific and sequential courses in Core Curriculum) for admission to COE screened majors and programs.

All College of Education undergraduate programs are screened majors. As an integral part of the teaching/learning experience, students work with advisers in a strategic planning process across all years at TU. Accordingly, to support student success, all COE students are required to confer prior to registration each term with their assigned advisers.

I. PROCEDURES AND REQUIREMENTS FOR ADMISSION TO ALL TEACHER EDUCATION PROGRAMS

  1. Complete a self-disclosure criminal background form to be submitted to the major department with the application. 
  2. Submit an application for formal admission to the program. Students seeking admission to teacher education programs must contact their department chairperson or program coordinator by 45 credit hours for program-specific procedures and requirements for admission to professional education programs.
  3. A cumulative/overall GPA of 3.00 or higher is required for admission to an initial licensure teacher education program.

    1. Applicants with a GPA between 2.50 - 2.99 may be admitted conditionally if they provide evidence of passing scores on a Basic Skills Assessment* as identified by the Maryland State Department of Education (i.e. SAT, ACT, GRE, Praxis Core) and receive approval from the department chairperson/program coordinator.

      *Candidates may apply for a test waiver directly to the department. Such waivers should only be granted if it is predicted, based on the individual candidate’s transcript data, that the candidate’s final cumulative/overall GPA will be above a 3.00.

II. REQUIREMENTS FOR MAINTAINING CANDIDATE STATUS

  1. Maintain a semester GPA of 3.00 in required education courses for all programs.  
    1. At the department’s discretion, candidates who do not meet the above GPA requirement may continue for one additional semester under probationary status, but must meet the 3.00 GPA requirement at the end of the probationary period. If the GPA requirement is not met at the end of the probationary period, the candidate would be dismissed from the program.
  2. Obtain a grade of C or better in academic major course work applicable only in programs requiring an academic major. (Middle School; Secondary; Art, Dance, Health, Music, World Languages, Physical Education).
  3. Exhibit behavior that is consistent with the University’s Code of Student Conduct, the Educator Preparation Program’s Professional Behavior Policy, and established professional practice in educational and clinical settings. (see COE Behavior Policy)

III. PROCEDURES AND REQUIREMENTS FOR ENTRY INTO CAPSTONE INTERNSHIP FOR ALL PROFESSIONAL EDUCATION PROGRAMS.

  1. Complete a criminal background check as required by the school system in which the internship is located.
  2. Complete all required course work.

The Standards were revised and approved in February 1996, May 1998, February 2000, May 2007, May 2008, April 2009, December 2011, November 2012, February 2014, October 2014, February 2015, November 2015, May 2019, February 2020, and March 2021.

Mathematics Major Requirements

All Mathematics majors must take the following required courses.  

Required Courses
MATH 265ELEMENTARY LINEAR ALGEBRA4
MATH 267INTRODUCTION TO ABSTRACT MATHEMATICS4
MATH 273CALCULUS I4
MATH 274CALCULUS II4
MATH 275CALCULUS III4
Total Units20

Mathematics Secondary Education Requirements

In addition to the 20 units of common requirements for all Mathematics majors, the Mathematics Secondary Education concentration requires 29-31 units of concentration requirements and 40 units of Towson UTeach course requirements for a total of 89-91 units. MATH 423, MATH 426, SEMS 498 and minimum four additional upper-level courses in the major must be taken at Towson University. 

Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog. 

Required Courses
MATH 223PEDAGOGICAL CONTENT KNOWLEDGE FOR MIDDLE SCHOOL MATHEMATICS2
MATH 330INTRODUCTION TO STATISTICAL METHODS4
MATH 353EUCLIDEAN AND NON-EUCLIDEAN GEOMETRIES3
MATH 369INTRODUCTION TO ABSTRACT ALGEBRA4
MATH 420APPLICATIONS OF TECHNOLOGY FOR SECONDARY SCHOOL TEACHERS3
MATH 423TEACHING MATHEMATICS IN THE SECONDARY SCHOOLS 13
PHYS 241GENERAL PHYSICS I CALCULUS-BASED4
Electives
Select two of the following:6-8
APPLIED COMBINATORICS
TEACHING ADVANCED PLACEMENT CALCULUS FOR PRESERVICE TEACHERS
GENERAL PHYSICS II CALCULUS-BASED
PROBABILITY
REAL ANALYSIS I
DIFFERENTIAL EQUATIONS
GRAPH THEORY
NUMBER THEORY
ALGEBRAIC STRUCTURES
COMPLEX ANALYSIS
Total Units29-31

Towson UTeach Course Requirements

Introductory Towson UTeach Courses
Students must complete either
SEMS 110
SEMS 120
INTRODUCTION TO STEM TEACHING I: INQUIRY APPROACHES TO TEACHING
and INTRODUCTION TO STEM TEACHING II: INQUIRY-BASED LESSON DESIGN
2
or SEMS 130 INTRODUCTION TO STEM TEACHING I & II COMBINED
*Permission of Towson UTeach Department required to take SEMS 130.
Towson UTeach Courses
SEMS 230KNOWING AND LEARNING3
SEMS 240CLASSROOMS INTERACTIONS3
SEMS 250PERSPECTIVES IN SCIENCE AND MATHEMATICS3
SEMS 370PROJECT-BASED INSTRUCTION3
SEMS 498INTERNSHIP IN MATHEMATICS AND SCIENCE SECONDARY EDUCATION 13
SCED 460USING LITERACY IN THE SECONDARY SCHOOLS4
SCED 461TEACHING LITERACY IN THE SECONDARY CONTENT AREAS3
Towson UTeach Courses - Mathematics
MATH 310FUNCTIONS AND MODELING FOR SECONDARY SCHOOL TEACHERS3
MATH 426INTERNSHIP IN SECONDARY EDUCATION - MATHEMATICS 112
SEMS 430SEMINAR IN APPRENTICE TEACHING1
Total Units40
1

MATH 423, MATH 426 and SEMS 498 must be taken at Towson University. 

Departmental Honors Program

The Department of Mathematics offers a departmental honors program for students who demonstrate exemplary abilities in mathematics. The program provides students with an opportunity to work closely with faculty mentors in an individual program of research, directed readings and independent study.

Graduation with departmental honors requires a minimum overall cumulative GPA of 3.33, and successful completion of a two-course research sequence and an honors thesis in mathematics (MATH 499). Departmental honors will be posted to the transcript shortly after the bachelor’s degree is conferred.

Required Coursework for Departmental Honors in Mathematics
Research Sequence, Select one of the following:6
READINGS IN MATHEMATICS
and RESEARCH IN MATHEMATICS
READINGS IN MATH EDUCATION
and INDEPENDENT STUDY: RESEARCH IN MATHEMATICS EDUCATION
APPLIED MATHEMATICS LABORATORY I
and APPLIED MATHEMATICS LABORATORY II
Thesis Requirement
MATH 499HONORS THESIS IN MATHEMATICS1
Total Units7

Suggested Four-Year Plan

Based on course availability and student needs and preferences, the selected sequences will probably vary from those presented below. Students should consult with their adviser to make the most appropriate elective choices.

Freshman
Term 1UnitsTerm 2Units
MATH 2734MATH 2654
SEMS 1101MATH 274 (Core 3)4
Core 1 (or Core 2)3SEMS 1201
Core 43Core 2 (or Core 1)3
Core 63Core 113
Core 103 
 17 15
Sophomore
Term 1UnitsTerm 2Units
MATH 2232PHYS 241 (Core 7)4
MATH 2674MATH 3694
MATH 2754SEMS 2403
SEMS 2303Core 133
Core 123Core 143
 16 17
Junior
Term 1UnitsTerm 2Units
MATH 3304MATH 310 (Core 9)3
MATH 3533MATH 4203
SCED 4604MATH Elective3-4
SEMS 250 (Core 5)3SEMS 3703
Core 83-4 
 17-18 12-13
Senior
Term 1UnitsTerm 2Units
MATH 4233MATH 42612
MATH Elective3-4SEMS 4301
SCED 4613 
SEMS 4983 
 12-13 13
Total Units 119-122

Standard 1: Knowing and Understanding Mathematics

Candidates demonstrate and apply understandings of major mathematics concepts, procedures, knowledge, and applications within and among mathematical domains of Number; Algebra and Functions; Calculus; Statistics and Probability; Geometry, Trigonometry, and Measurement.

Standard 1 Components:

  • 1a) Essential Concepts in Number
  • 1b) Essential Concepts in Algebra and Functions
  • 1c) Essential Concepts in Calculus
  • 1d) Essential Concepts in Statistics and Probability
  • 1e) Essential Concepts in Geometry, Trigonometry, and Measurement

Standard 2: Knowing and Using Mathematical Processes

Candidates demonstrate, within or across mathematical domains, their knowledge of and ability to apply the mathematical processes of problem solving; reason and communicate mathematically; and engage in mathematical modeling. Candidates apply technology appropriately within these mathematical processes.

Standard 2 Components:

  • 2a) Problem Solving
  • 2b) Reasoning and Communicating
  • 2c) Mathematical Modeling and Use of Mathematical Models

Standard 3: Knowing Students and Planning for Mathematical Learning

Candidates use knowledge of students and mathematics to plan rigorous and engaging mathematics instruction supporting students’ access and learning. The mathematics instruction developed provides equitable, culturally responsive opportunities for all students to learn and apply mathematics concepts, skills, and practices.

Standard 3 Components:

  • 3a) Student Diversity
  • 3b) Students’ Mathematical Strengths
  • 3c) Positive Mathematical Identities

Standard 4: Teaching Meaningful Mathematics

Candidates implement effective and equitable teaching practices to support rigorous mathematical learning for a full range of students. Candidates establish rigorous mathematics learning goals, engage students in high cognitive demand learning, use mathematics specific tools and representations, elicit and use student responses, develop conceptual understanding and procedural fluency, and pose purposeful questions to facilitate student discourse.

Standard 4 Components:

  • 4a) Establish Rigorous Mathematics Learning Goals
  • 4b) Engage Students in High Cognitive Demand Learning
  • 4c) Incorporate Mathematics-Specific Tools
  • 4d) Use Mathematical Representations
  • 4e) Elicit and Use Student Responses
  • 4f) Develop Conceptual Understanding and Procedural Fluency
  • 4g) Facilitate Discourse

Standard 5: Assessing Impact on Student Learning

Candidates assess and use evidence of students’ learning of rigorous mathematics to improve instruction and subsequent student learning. Candidates analyze learning gains from formal and informal assessments for individual students, the class as a whole, and subgroups of students disaggregated by demographic categories, and they use this information to inform planning and teaching.

Standard 5 Components:

  • 5a) Assessing for Learning
  • 5b) Analyze Assessment Data
  • 5c) Modify Instruction

Standard 6: Social and Professional Context of Mathematics Teaching and Learning

Candidates are reflective mathematics educators who collaborate with colleagues and other stakeholders to grow professionally, to support student learning, and to create more equitable mathematics learning environments.

Standard 6 Components:

  • 6a) Promote Equitable Learning Environments
  • 6b) Promote Positive Mathematical Identities
  • 6c) Engage Families and Community
  • 6d) Collaborate with Colleagues

Standard 7: Secondary Field Experiences and Clinical Practice

Effective teachers of secondary mathematics engage in a planned sequence of field experiences and clinical practice in diverse settings under the supervision of experienced and highly qualified mathematics teachers. They develop a broad experiential base of knowledge, skills, effective approaches to mathematics teaching and learning, and professional behaviors across both middle and high school settings that involve a diverse range and varied groupings of students. Candidates experience a full-time student teaching/internship in secondary mathematics supervised by university or college faculty with secondary mathematics teaching experience or equivalent knowledge base.

Standard 7 Components:

  • 7a) Design of Field Experiences and Clinical Practice
  • 7b) Supervision of Field Experiences