Teacher Education: Mathematics
Major: Teacher Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 180.5
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 such areas of mathematics as calculus, linear algebra, differential equations, probability and statistics, techniques of mathematical proof, and discrete mathematics. Students may also choose to pursue a second certification in physics or one of the other sciences.
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 | 0.0 |
| ECON 201 | Principles of Microeconomics | 4.0 |
| ENGL 101 | Composition and Rhetoric I: Inquiry and Exploratory Research | 3.0 |
| ENGL 102 | Composition and Rhetoric II: Advanced Research and Evidence-Based Writing | 3.0 |
| ENGL 103 | Composition and Rhetoric III: Themes and Genres | 3.0 |
| English elective course between 200-329 | 3.0 | |
| HIST 289 | History of Science: Enlightenment to Modernity | 4.0 |
| INFO 108 | Foundations of Software | 3.0 |
| 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 |
| 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 244 | Inclusionary Practices for Exceptional Students | 3.0 |
| EDEX 266 [WI] | Literacy and Content Skill Development 7-12 | 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 258 | Reading in the Content Areas | 3.0 |
| EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
| EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
| 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 325 | Multimedia in Instructional Design | 3.0 |
| EDUC 405 | Senior Pedagogy Seminar | 1.0 |
| MTED 428 | Cultural and Historical Significance of Mathematics | 3.0 |
| MTED 419 | Teaching Secondary Mathematics | 3.0 |
| Student Teaching Experience | ||
| EDUC 409 | Student Teaching Seminar I | 9.0 |
| EDUC 410 [WI] | Student Teaching | 9.0 |
| Total Credits | 183.0 | |
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.
Mathematics Concentration: Plan of Study
4 YR UG Co-op Concentration
| Term 1 | Credits | |
|---|---|---|
| EDUC 101 | Foundations in Education I: A Historical and Philosophical Perspective | 3.0 |
| EDUC 105 | Freshman Pedagogy Seminar | 1.0 |
| ENGL 101 | Composition and Rhetoric I: Inquiry and Exploratory Research | 3.0 |
| MATH 121 | Calculus I | 4.0 |
| PSY 101 | General Psychology I | 3.0 |
| UNIV T101 | The Drexel Experience | 1.0 |
| Term Credits | 15.0 | |
| Term 2 | ||
| CIVC 101 | Introduction to Civic Engagement | 1.0 |
| EDUC 105 | Freshman Pedagogy Seminar | 1.0 |
| EDUC 113 | Organizational Structure of Secondary Schools | 3.0 |
| ENGL 102 | Composition and Rhetoric II: Advanced Research and Evidence-Based Writing | 3.0 |
| INFO 108 | Foundations of Software | 3.0 |
| MATH 122 | Calculus II | 4.0 |
| Term Credits | 15.0 | |
| Term 3 | ||
| EDEX 142 | Special Education Foundations: Referral and Assessment | 3.0 |
| EDUC 105 | Freshman Pedagogy Seminar | 1.0 |
| EDUC 123 | Adolescent Development | 3.0 |
| ENGL 103 | Composition and Rhetoric III: Themes and Genres | 3.0 |
| MATH 123 | Calculus III | 4.0 |
| Term Credits | 14.0 | |
| Term 4 | ||
| BIO 107 | Cells, Genetics & Physiology | 3.0 |
| BIO 108 | Cells, Genetics and Physiology Laboratory | 1.0 |
| CHEM 101 | General Chemistry I | 3.5 |
| EDEX 244 | Inclusionary Practices for Exceptional Students | 3.0 |
| EDUC 205 | Sophomore Pedagogy Seminar | 1.0 |
| MATH 200 | Multivariate Calculus | 4.0 |
| Term Credits | 15.5 | |
| Term 5 | ||
| BIO 109 | Biological Diversity, Ecology & Evolution | 3.0 |
| COOP 101 | Career Management and Professional Development | 0.0 |
| EDUC 223 | Teaching the Middle School Child | 3.0 |
| EDUC 322 | Evaluation of Instruction | 3.0 |
| MATH 221 | Discrete Mathematics | 3.0 |
| PSY 320 [WI] | Educational Psychology | 3.0 |
| Term Credits | 15.0 | |
| Term 6 | ||
| EDUC 258 | Reading in the Content Areas | 3.0 |
| EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
| EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
| MATH 210 | Differential Equations | 4.0 |
| MATH 311 | Probability and Statistics I | 4.0 |
| PHYS 101 | Fundamentals of Physics I | 4.0 |
| Term Credits | 19.0 | |
| Term 7 | ||
| EDUC 312 | Educational Policy, Law & Advocacy | 3.0 |
| MATH 220 [WI] | Introduction to Mathematical Reasoning | 3.0 |
| MTED 428 | Cultural and Historical Significance of Mathematics | 3.0 |
| MATH 312 | Probability and Statistics II | 4.0 |
| PHYS 102 | Fundamentals of Physics II | 4.0 |
| Term Credits | 17.0 | |
| Term 8 | ||
| CHEM 102 | General Chemistry II | 4.5 |
| ECON 201 | Principles of Microeconomics | 4.0 |
| MATH 331 | Abstract Algebra I | 4.0 |
| MTED 419 | Teaching Secondary Mathematics | 3.0 |
| Term Credits | 15.5 | |
| Term 9 | ||
| EDUC 216 | Diversity and Today's Teacher | 3.0 |
| EDUC 324 | Current Research in Curriculum & Instruction | 3.0 |
| EDEX 266 [WI] | Literacy and Content Skill Development 7-12 | 3.0 |
| MATH 201 | Linear Algebra | 4.0 |
| MATH 205 | Survey of Geometry | 3.0 |
| Term Credits | 16.0 | |
| Term 10 | ||
| EDUC 308 | Creating a Positive Classroom Climate | 3.0 |
| EDUC 409 | Student Teaching Seminar I | 9.0 |
| Term Credits | 12.0 | |
| Term 11 | ||
| EDUC 325 | Multimedia in Instructional Design | 3.0 |
| EDUC 410 [WI] | Student Teaching | 9.0 |
| Term Credits | 12.0 | |
| Term 12 | ||
| EDUC 316 | Teaching in Urban Contexts | 3.0 |
| EDUC 405 | Senior Pedagogy Seminar | 1.0 |
| ENVS 260 | Environmental Science and Society | 3.0 |
| HIST 289 | History of Science: Enlightenment to Modernity | 4.0 |
| PHIL 251 | Ethics | 3.0 |
| English (ENGL) course between 200-329 | 3.0 | |
| Term Credits | 17.0 | |
| Total Credit: 183.0 | ||
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.
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.
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.
Alonzo Flowers III, PhD (Texas A&M University). Assistant Professor. Higher Education/Higher Education Administration.
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.
John M. Gould, PhD (University of Pittsburgh). Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University). Assistant Clinical Professor. K-3 virtual schooling, virtual school leadership, collaborative technologies, 21st century learning skills
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.
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
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 (University of Pennsylvania). 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). Assistant Professor. Educational administration. Contextually responsive leadership, leadership for social justice, leadership for learning, community school strategies.
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 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
