Mathematics Education Major

Using a modern high-level programming language, this course introduces algorithmic problem solving, basic control structures, basic data structures, and procedural abstraction.

This course prepares the candidate for admission to Teacher Education. Course content includes the characteristics of the Greenville College Teacher Education Program, a survey of the legal, social and ethical issues involved in public school education, an introduction to Live Text and program portfolio development, and a correlation of psychological principles to varied learning styles and milieus. This course is conducted on campus and includes 70 hours of field experience in school settings that have a large minority population. This course will give students the opportunity to determine whether they want to persist in the Teacher Education Program. (Offered fall semester for transfer students and students with special needs by permission of instructor, and offered every Interterm for freshmen.)

The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students spend 40 hours assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education cross cultural requirement. Except for those students completing the requirements for the elementary education major, this course also fulfills the general education sociology requirement. Students who take EDU 202 and then change to a non-education major will need to take a course with a SOC prefix to graduate.

A study of children whose intellectual, physical, or emotional development deviates from the norm and of techniques to modify school programming to accommodate them. Focus is on the identification of exceptionalities and creating appropriate teaching/learning strategies. The legal basis for the education of exceptional children, as well as the historical and social foundations of special education, is studied. Thirty hours of field experience required.

Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENG 316.

The application of learning theory to the management of both exceptional and regular school populations. Field experiences required.

This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.

A study of social and philosophical assumptions related to curricula, materials, and methods of instruction pertinent to middle school students. Focus is on organizing classes, making curricular decisions, determining methods and selecting learning resources. Field experiences required.

After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.

This course will provide secondary education teacher candidates with an opportunity to develop a personal professional teaching identity as they integrate their understanding of content, students, and pedagogy in an 85-hour clinical practice setting. On-campus experiences will involve the candidate in exploring the role of various factors on the learning environment, as they begin to intentionally plan the learning environment they wish to foster in their future classrooms. Within this context, candidates will also develop their teacher "toolbox" of teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicities. This course will also address some elements of the job search process.

Full semester of student teaching required for secondary education majors.
*K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDU 424.

This course examines effective strategies for teaching mathematics to middle school students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.

The first course in the regular calculus sequence. Basic techniques of differentiation and integration are covered. Topics from Analytic Geometry are introduced.

Techniques of integration, sequences and series, parametric equations, vector valued functions.

This course is designed to give the mathematics student his or her first serious encounter with mathematical systems. Elements of the theory of vector spaces are developed. The student gains experience in matrix algebra, vectors, and linear transformations. Meets the general education writing intensive requirement.

The differential and integral calculus of multi-variate functions, line and surface integrals, Green's Theorem, Divergence Theorem, Stokes' Theorem.

First-order differential equations, linear equations, and linear systems, power series solutions, Laplace Transforms.

Treatment of probability applied to discrete and continuous distributions; tests of hypotheses; independence and correlation; sampling theory.

Includes an introduction to history of mathematics, particularly contributions of Greek scholars; study of Euclid's elements; transition to Non-Euclidean geometrics developed by Gauss, Bolyai, Lobachevski, and Riemann; history of calculus and mathematical structures.

Axiomatic treatment of selected algebraic structures, including rings, integral domains, fields and groups, including an introduction to number theory

The language, fundamental concepts, and standard theorems of analysis are explored. The student learns to read the literature and investigates applications. Ideas from elementary calculus are revisited.

The transitional years of human development from puberty to early adulthood form the focus of this course. Emphasis is placed upon the developmental tasks and choices through which adolescents develop mastery and a sense of self-competence. Meets the general education psychology requirement for education majors.