Teacher Education: Mathematics
Major: Teacher Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 185.0
Co-op Options: One Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.1205
Standard Occupational Classification (SOC) code: 25-2031
About the Concentration
Certification is for grades 7-12
This certification option within the BS in Teacher Education emphasizes coursework in areas of mathematics such as calculus, linear algebra, differential equations, probability and statistics, techniques of mathematical proof, and discrete mathematics. Candidates may work with their academic advisor to satisfy teacher certification requirements for multiple areas, if desired.
The program requires that candidates have a B average (3.0 GPA) in content courses needed for teacher certification in addition to the grade of B or better in each EDEX, EDLT, EDUC, and MTED courses throughout their time in the program. These requirements must be satisfied in order for Drexel to recommend the candidates for teacher certification upon graduation and/or be considered to have completed the program.
Candidates pursuing the appropriate majors in the College of Arts and Sciences may also complete the requirements for certification within their area of study through our DragonsTeach certification pathway. For more information, contact the program coordinator for the School of Education at 215-895-6770.
Additional Information
For more information about the program, visit the School of Education website.
Degree Requirements
| General Education Requirements | ||
| CIVC 101 | Introduction to Civic Engagement | 1.0 |
| COOP 101 | Career Management and Professional Development | 1.0 |
| CS 150 | Computer Science Principles | 3.0 |
| ECON 201 | Principles of Microeconomics | 4.0 |
| ENGL 101 | Composition and Rhetoric I: Inquiry and Exploratory Research | 3.0 |
| or ENGL 111 | English Composition I | |
| ENGL 102 | Composition and Rhetoric II: Advanced Research and Evidence-Based Writing | 3.0 |
| or ENGL 112 | English Composition II | |
| ENGL 103 | Composition and Rhetoric III: Themes and Genres | 3.0 |
| or ENGL 113 | English Composition III | |
| English elective course between 200-329 | 3.0 | |
| HIST 289 | History of Science: Enlightenment to Modernity | 4.0 |
| PHIL 251 | Ethics | 3.0 |
| PSY 101 | General Psychology I | 3.0 |
| PSY 320 [WI] | Educational Psychology | 3.0 |
| UNIV T101 | The Drexel Experience | 1.0 |
| Mathematics Requirements | ||
| MATH 121 | Calculus I | 4.0 |
| MATH 122 | Calculus II | 4.0 |
| MATH 123 | Calculus III | 4.0 |
| MATH 200 | Multivariate Calculus | 4.0 |
| MATH 201 | Linear Algebra | 4.0 |
| MATH 205 | Survey of Geometry | 3.0 |
| MATH 210 | Differential Equations | 4.0 |
| MATH 220 [WI] | Introduction to Mathematical Reasoning | 3.0 |
| MATH 221 | Discrete Mathematics | 3.0 |
| MATH 311 | Probability and Statistics I | 4.0 |
| MATH 312 | Probability and Statistics II | 4.0 |
| MATH 331 | Abstract Algebra I | 4.0 |
| Science Requirements | ||
| BIO 107 | Cells, Genetics & Physiology | 3.0 |
| BIO 108 | Cells, Genetics and Physiology Laboratory | 1.0 |
| BIO 109 | Biological Diversity, Ecology & Evolution | 3.0 |
| BIO 110 | Biological Diversity, Ecology and Evolution Laboratory | 1.0 |
| CHEM 101 | General Chemistry I | 3.5 |
| CHEM 102 | General Chemistry II | 4.5 |
| ENVS 260 | Environmental Science and Society | 3.0 |
| PHYS 101 | Fundamentals of Physics I | 4.0 |
| PHYS 102 | Fundamentals of Physics II | 4.0 |
| Pedagogy Requirements | ||
| EDEX 142 | Special Education Foundations: Referral and Assessment | 3.0 |
| EDEX 344 | Inclusionary Practices for Exceptional Students | 3.0 |
| EDEX 368 | Literacy and Content Skill Development PK-12 | 3.0 |
| or EDEX 366 | Literacy and Content Skill Development 7-12 | |
| EDLT 325 | Design for Learning with Digital Media | 3.0 |
| EDLT 326 | Technology Applications for Learning | 3.0 |
| EDUC 101 | Foundations in Education I: A Historical and Philosophical Perspective | 3.0 |
| EDUC 105 | Freshman Pedagogy Seminar (To be taken 3 times) | 3.0 |
| EDUC 113 | Organizational Structure of Secondary Schools | 3.0 |
| EDUC 123 | Adolescent Development | 3.0 |
| EDUC 205 | Sophomore Pedagogy Seminar | 1.0 |
| EDUC 216 | Diversity and Today's Teacher | 3.0 |
| EDUC 223 | Teaching the Middle School Child | 3.0 |
| EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
| EDUC 308 | Creating a Positive Classroom Climate | 3.0 |
| EDUC 312 | Educational Policy, Law & Advocacy | 3.0 |
| EDUC 316 | Teaching in Urban Contexts | 3.0 |
| EDUC 322 | Evaluation of Instruction | 3.0 |
| EDUC 324 | Current Research in Curriculum & Instruction | 3.0 |
| EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
| EDUC 405 | Senior Pedagogy Seminar | 1.0 |
| MTED 419 | Teaching Secondary Mathematics | 3.0 |
| MTED 428 | Cultural and Historical Significance of Mathematics | 3.0 |
| Student Teaching Experience | ||
| EDUC 409 | Student Teaching Seminar I | 9.0 |
| EDUC 410 [WI] | DragonsTeach Student Teaching | 9.0 |
| Total Credits | 185.0 | |
Writing-Intensive Course Requirements
In order to graduate, all students must pass three writing-intensive courses after their freshman year. Two writing-intensive courses must be in a student's major. The third can be in any discipline. Students are advised to take one writing-intensive class each year, beginning with the sophomore year, and to avoid “clustering” these courses near the end of their matriculation. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.
A "WI" next to a course in this catalog may indicate that this course can fulfill a writing-intensive requirement. For the most up-to-date list of writing-intensive courses being offered, students should check the Writing Intensive Course List at the University Writing Program. Students scheduling their courses can also conduct a search for courses with the attribute "WI" to bring up a list of all writing-intensive courses available that term.
Sample Plan of Study
4 year, 1 co-op
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDUC 101 | 3.0 | CIVC 101 | 1.0 | BIO 107 | 3.0 | VACATION | |
| EDUC 105 | 1.0 | EDUC 105 | 1.0 | BIO 108 | 1.0 | ||
| ENGL 101 or 111 | 3.0 | EDUC 113 | 3.0 | EDEX 142 | 3.0 | ||
| MATH 121 | 4.0 | ENGL 102 or 112 | 3.0 | EDUC 105 | 1.0 | ||
| PSY 101 | 3.0 | MATH 122 | 4.0 | EDUC 123 | 3.0 | ||
| UNIV 101 | 1.0 | PHIL 251 | 3.0 | ENGL 103 or 113 | 3.0 | ||
| MATH 123 | 4.0 | ||||||
| 15 | 15 | 18 | 0 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| COOP 101 | 1.0 | ECON 201 | 4.0 | CHEM 101 | 3.5 | BIO 109 | 3.0 |
| EDEX 344 | 3.0 | EDUC 216 | 3.0 | EDEX 366 or 368 | 3.0 | BIO 110 | 1.0 |
| EDUC 205 | 1.0 | INFO 108 or CS 150 | 3.0 | EDUC 305 | 1.0 | CHEM 102 | 4.5 |
| EDUC 223 | 3.0 | MATH 201 | 4.0 | EDUC 308 | 3.0 | EDLT 325 | 3.0 |
| EDUC 365 | 3.0 | MATH 205 | 3.0 | EDUC 322 | 3.0 | ||
| HIST 289 | 4.0 | MATH 210 | 4.0 | MTED 428 | 3.0 | ||
| MATH 200 | 4.0 | ||||||
| 19 | 14 | 17.5 | 17.5 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| COOP EXPERIENCE | COOP EXPERIENCE | EDLT 326 | 3.0 | EDUC 312 | 3.0 | ||
| MTED 419 | 3.0 | EDUC 316 | 3.0 | EDUC 324 | 3.0 | ||
| MATH 220 | 3.0 | MATH 221 | 3.0 | ||||
| PHYS 101 | 4.0 | PHYS 102 | 4.0 | ||||
| 3 | 0 | 13 | 13 | ||||
| Fourth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDUC 409 | 9.0 | EDUC 410 | 9.0 | EDUC 405 | 1.0 | ||
| MATH 331 | 4.0 | MATH 311 | 4.0 | ENGL 200 - ENGL 395 | 3.0 | ||
| ENVS 260 | 3.0 | ||||||
| MATH 312 | 4.0 | ||||||
| PSY 320 | 3.0 | ||||||
| 13 | 13 | 14 | |||||
| Total Credits 185 | |||||||
Education Faculty
Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania). Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Leadership; Sociological explorations of emotions occurring in organizational contexts; Organizational development; Contextual issues confronting organizations, such as organizational leadership, organizational culture, and communities of practice.
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
D. Brent Edwards, PhD (University of Maryland). Assistant Clinical Professor. Global and international education
Salvatore V. Falletta, EdD (North Carolina State University). Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Roger Geertz Gonzalez, PhD (Pennsylvania State University). Associate Clinical Professor. Civic engagement, college student identity development, indigenous higher education, comparative higher education access policies.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Elizabeth Haslam, PhD (University of Pennsylvania). Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Deanna Hill, JD, PhD (University of Pittsburgh). Assistant Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University). Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
