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Why Choose Saint Rose for Bachelor of Science in Mathematics: Adolescence Education?

Imagine yourself demonstrating to a classroom of teens that 10! seconds equals exactly 6 weeks… explaining that we have 60 minutes in an hour because the ancient Babylonians used base 60… recounting that 555 is pronounced “ha ha ha” in Thai… or showing how the Fibonacci series fits the geometry of a nautilus or sunflower. Share your love of math and inspire young people to explore how numbers relate to our world.

Have a passion for teaching and a talent for math? Our undergraduate degree gives you a full mathematics program and qualifies you to teach math to 7th through 12th graders – whether or not you choose to go on to graduate work. Providing an optimal mix of academic training and practical teaching experience, Saint Rose’s program prepares you for a fulfilling, rewarding career fostering vital STEM skills in young students. You’ll build a strong foundation of mathematics and liberal-education coursework while acquiring a solid teaching skill set.

And you’ll feel right at home in Saint Rose’s welcoming community of dedicated education students and faculty. You’ll find a host of bright peers and prestigious professors who will cheer your progress and engage in your professional development, from attending local and regional conferences for math education to exploring creative resources for teaching. And you’ll have plenty of opportunity and support to practice your teaching skills, from helping in public-school classrooms to volunteering as a math tutor for disadvantaged students.

Program Highlights

  • Learn the conceptual framework, technological tools, and teaching skills you need to be a fully competent, highly competitive teacher in today’s classroom
  • Complete a full mathematics degree, with classes in calculus, algebra, physics, number theory, geometry, probability, and statistics
  • Gain a comprehensive education foundation with coursework in ethics, adolescent psychology and development, students with disabilities, violence prevention, HIV/AIDS and substance-abuse workshops, educational technology, child-abuse prevention, and dignity for all students
  • Enjoy exceptionally strong relationships with faculty, thanks to Saint Rose’s small class sizes and instructors personally committed to your teaching success
  • Earn certification as a generalist as well as math instructor through Saint Rose’s five-year, dual-degree program, Adolescence Special Educational Preparation for Inclusive and Reflective Educators (ASPIRE)

Requirements and Course Descriptions

Program Highlights

Mathematics: Adolescence Education Learning Objectives

Content Goals:

  • Calculus: Differential calculus: Student will be able to compute, apply and reason about derivatives, partial derivatives integrals, multiple integrals, sequences, and series. In differential Equations, student will be able to solve differential equations and initial value problems. In Calculus III the Students will be able to work with functions of multiple variables. As well as solve problems in 3 dimensional analytic geometry as well as work with vectors in 3-space. In Analysis, student will be able to write formal arguments proving facts about the real numbers, sequences, series, limits, derivative, integrals and continuity.
  • Probability: Students will demonstrate familiarity with the probability axioms by being able to solve probability problems involving counting methods, conditional probability, discrete and continuous random variables. Students will be able to choose the correct probability model and calculate probabilities, for various distributions. Students will be able to compute mathematical expectation and find means and variances for various distributions. Students will be able to find moment-generating functions and use them correctly to compute means and variances. Students will be able to demonstrate familiarity with the Central Limit Theorem.
  • Algebra: In Abstract Algebra students will become familiar with the structure of mathematics through engagement with concepts of group, ring, and field theory. Students will be able to apply bijections on sets and identify group homomorphism, isomorphism, authomorphism together with its operators. The historical development of algebra will be measured through projects and presentations.
  • Linear Algebra encompasses finite dimensional vector spaces; linear transformations of a vector space and the representation of these transformations by matrices, determinants, eigenvalues and eigenvectors and students will demonstrate knowledge of and facility with these topics.
  • Geometries: Students will understand the role of axioms, definitions, and theorems through the study of Euclidean, non-Euclidean, affine, and finite geometry through synthetic, axiomatic, and transformational approaches. This will be accomplished through the extensive use of interactive geometric software and development of proofs. Presentations of individual projects and historical perspectives will be evaluated.
  • Mathematical Modeling with Discrete Mathematics and Statistics: Students will understand and develop facility in the use of statistical concepts from measures of central tendency and sampling through hypothesis testing. Students will develop facility in modeling real-world situations through statistics and topics in discrete mathematics (logic, set theory, informal and formal proof, management science, and modern graph theory).
  • Foundations: Students will demonstrate mastery of the basics underlying advanced mathematics including logic, sets, and functions; relations and equivalence relations; rational, irrational, and complex number systems; mathematical induction proofs; and the development of the cardinal and ordinal numbers.

Process Goals:

  • Proof: Students will be able to understand theorems in a variety of contents and will eventually be expected to write formal proofs. By senior year students will be able to write clear and appropriate proofs, including both direct and indirect proofs.
  • Problem solving: Students will solve theoretical and applied problems, using the techniques specified in the content portions of all major courses. Problems will range from routine calculations to open-ended investigations, depending on the instructor and the content.