Where Knowledge and Character Matter

BS in Math Education

This major requires 35 credit hours of core courses and 83 credit hours of courses in mathematics, education, and computer science.

(Click here for four year course plan in Math Education)
(Click here for student status sheet for BS in Math Education)

The Bachelor of Science in Mathematics Education degree is designed for students interested in teaching mathematics in grades 7-12. Students completing this degree are also prepared to enter graduate programs.

Students, in collaboration with the Department of Education, are prepared for 7-12 licensure by providing them professional courses and experiences they need. In addition to other courses, they are also required to take Mathematical Modeling which is developed using Mathematica. Students must pass praxis exams to qualify for licensure in Mississippi.

Successful students are required to complete a semester-long student teaching internship in a middle or high school. All our graduates are employed in both state supported and private schools.

Why should a student major in Math Education?

  1. Math teachers in the K-12 system are in great need now.
  2. It is a great enjoyment to educate the next generation.
  3. The Math Education program has NCATE accreditation.

Student Learning Outcomes

Upon successful completion of a BS degree program in Teaching Secondary Mathematics at Alcorn State University, students will:

  1. Demonstrate ability to apply properties and operations in Algebra and Trigonometry to solve higher level problems in Calculus.
  2. Demonstrate understanding of the concepts of limits, continuity, derivatives, anti-derivatives and differential equations.
  3. Demonstrate knowledge and ability to apply Riemann Sum, The Fundamental Theorem of Calculus, techniques of integration, Sequence and Finite Series, and applications to plane areas, arc lengths, surfaces and areas.
  4. Demonstrate knowledge of logic, set theory, relations and functions. Apply concepts of the Basic Counting Theory, Venn Diagrams, power sets, numbers of injection (permutations) and combinations. Write proofs involving sets and relations.
  5. Be able to apply the mathematical treatment of questions related to the integers, Elementary Number Theory that is not dependent on advanced mathematics, such as the theory of complex variables, abstract algebra, or algebraic geometry and understand common topics including congruencies, multiplicative functions, primitive roots, quadratic residues, and continued fractions.
  6. Be able to communicate and teach concepts related to functions of several variables, partial derivatives, polar coordinates, double and triple integrals; applications to surfaces, areas, volumes, centroid and other physical problems and infinite series.
  7. Demonstrate understanding in advanced study of combinations: and application of: inclusion-exclusion rules, counting multi-sets, derangements, and Bell Numbers (partitions) and complete a study of graph theory, partially ordered sets, trees (directed and undirected).
  8. Be able to write proofs and constructions in Euclidean geometry using theorems not usually included in a high school plane geometry course and know the geometry of triangles, nine-point circle, homothetic figures, harmonic ranges and pencils, inversion, poles and polars, orthogonal circles, radical axis, and cross ratio (including sketching these figures).
  9. Be able to show familiarity of numeral systems, the mathematics of the Babylonian and Egyptian period (3000-525 BC), Pythagorean Mathematics, Greek problems of Antiquity (600-300 BC), Dawn of Modern Mathematics (Mathematicians of seventh century), the impact of calculus, Prominent Women Mathematicians, and Prominent African American Mathematicians. Students must be able to relate modern mathematical concepts to the period and mathematicians who developed the concepts.
  10. Be familiar with the modeling process, modeling of discrete dynamical systems, modeling using proportionality and geometric similarity, modeling with differential equations, simulation modeling, and modeling Linear Programming.
  11. Be able to experiment with Matrix Algebra, Systems of Linear Equations, Cramer’s Method, Gauss-Jordan Method, Linear Models in Business, Science, and Engineering, Eigen values. Know and apply Cayley Hamilton Theorem, definition of a vector space, Euclidian spaces, and the matrix representation of geometrical transformations.
  12. Be acquainted with the basic concepts of probability with special emphasis placed on counting theory, basic properties of probability, Bernoulli’s Method and Discrete Random Variables.
  13. Be able to solve problems involving graphic representations, measure of central tendency and variability, correlation, index numbers, normal probability and sampling distribution.
  14. Be able to define and discuss definitions and examples of elementary properties of groups, cyclic groups, symmetric groups, subgroups, class equation, normal subgroups, quotient groups and homomorphism of groups, Cayley’s Theorem, rings, and ideals.
  15. Be able to present instructional methods in the secondary school, placing emphasis upon the integration of individual living in a democracy. Students will seek to provide experiences leading to the creation of dynamic classroom conditions for effective teaching.
  16. Demonstrate understanding in mathematical concepts and principles of Discrete Mathematics.
  17. Have experienced practicum teaching dealing with techniques and procedures on the high school level. Students will be required to prepare and perform teaching units, lesson plans, student assessment and to observe classroom teaching in nearby schools.
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