Mathematics, Secondary Education
The major in Mathematics is the foundation of the Department's curriculum. The basic
program can be complemented with further courses depending upon a student's interest.
Common directions of study include preparation for secondary school teaching or
further work in preparation for a career in statistics or operations research. Graduates
have used a Mathematics major as preparation for seemingly non-mathematical careers
ranging from law to business to the ministry. Recent LVC graduates have obtained
positions such as: operations research analyst, bank credit analyst, marketing manager,
and mutual fund accountant. Other mathematics graduates have taken positions involving
computer system support and installation.
Mathematics/Secondary Education
To earn secondary school teaching certification from Lebanon Valley College, students
must complete a major in mathematics (which
MUST include MAS 322, 325 and either MAS 270 or 372), plus the following courses:
| A study of the legal, social, historical and philosophical foundations of American education correlated with a survey of the principles and theories of influential educators. Includes required weekly field practicum (two hours per week minimum). Limited to education majors or permission of instructor. 3 credits |
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| This course is designed to allow the pre-service music, art, language, or grade 7 - grade 12 secondary teacher certification candidate to gain an understanding of the complex factors impacting the education and language acquisition of the diverse language and cultural minority groups of the United States.This course may be taken while student teaching. Social Diversity Studies. Prerequisites: permission of instructor. 3 credits. |
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| This course will offer comprehensive preparation for teaching mathematics in secondary schools through discussing, reading, writing, and completing projects. Students enrolled in this course will explore and utilize materials, techniques and methods of instruction for a variety of populations; synthesize, reconfigure and connect what they have learned within the areas of mathematical literacy, writing, and education; evaluate student work by creating their own rubrics to assess learning in units and assignments for all students including those with disabilities; use technology effectively as an instructional tool; establish and practice appropriate classroom management strategies for all students including those with disabilities; design lessons/units of study that meaningfully integrate different and varied aspects of mathematics; explore and utilize materials, techniques and methods of classroom instruction for a variety of populations. Prerequisites: Mathematics major or permission. 3 credits. |
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| A study of the basic principles and procedures for middle school and secondary classroom management and instruction. Prerequisite: EDU 110; secondary teacher certification candidate; junior status; approval of instructor; must be take prior to SED 431 or 440. 3 credits. |
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| A continuation of the basic principles and procedures for middle school and secondary school classroom management and instruction. Prerequisites: EDU 110; SED 280, 430; secondary teacher certification candidate; junior or senior status; approval of the instructor; must be taken prior to SED 440. 3 credits. |
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| Students spend an entire semester in an area school under the supervision of a cooperating teacher. Prerequisites: A cumulative grade point average of 3.0 for admission to teacher candidacy is required; EDU 110; SED 430, 431; open to seniors or students seeking certification only; fulfillment of all Act 354 requirements as outlined by the Pennsylvania Department of Education; passing scores on the PPST Reading, Writing, and Mathematics PRAXIS exams; approval of the major subject area adviser and the Education Department faculty. 12 credits. |
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| This course is designed to introduce all categories of disability. Specific attention will be given to the potential cognitive, physical, social, behavioral, and language differences in children with disabilities. Delivery approach will include, but not be limited to: lecture, case study discussions, and student presentations. 3 credits. |
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| This course will begin with a historical overview of the field of special education, including key legislation and litigation that drives current practice. Assessment tools for diagnosing disability will be introduced, as well as assessment tools for documenting student progress. In addition, collaboration and communication skills essential for working as a part of the special education team will be practiced and further developed. Delivery approach will include, but not be limited to: lecture, field experiences, and hands-on experience with various assessments. 3 credits. |
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† indicates a required course