Preparing students for success in mathematics.

Teaching is more than just a job. It’s a calling. It’s about those ah-ha moments. That’s why you find a sense of satisfaction when you can share your passion for mathematics and problem solving with others, and feel the call to earn a mathematics education degree from Marian University.

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The Program
Through the mathematics education program, you’ll take courses that focus on the analytical and critical thinking skills required to solve both theoretical and real-world problems, as well as courses in curriculum development, lesson and unit planning, the use of technology and assessment.

Licensure: Early Adolescence-Adolescence Education ages 10-21 (grades 5-12)

Sample Course Plan:
Download Sample Course Plan

General Education Program

46-49 credits University requirements, including:

Art elective

An introductory biology course for non-majors. The relationship between structure and function is emphasized at the cellular and organismic levels. A survey of taxonomy and classification, cell biology, plant biology, human physiology and ecology is provided. (May be taken as “lecture only” or concurrently with BIO 150.)

Topics correspond to lecture material, including taxonomy, cell biology, plant biology, human physiology and ecology. Dissection of a fetal pig is required. (Laboratory experiences strongly enhance and support material in BIO 100 and concurrent registration is recommended.)

A study of the organization of ecosystems and human use of natural resources, including problems and opportunities generated by human interaction with the environment. Basic ecological principles are applied to current environmental issues and topics. Environmental case studies and current environmental literature are employed. Laboratory activities include field trips, simulations and other activities designed to enhance lecture topics.

This course is a service-learning intensive biology course where students learn about environment stewardship through participation in the maintenance and restoration of local ecosystems, for example, stream monitoring and invasive species removal. Through the hands-on projects and selections of readings, the student will develop an understanding and appreciation for environmental stewardship. The course fulfills the one-credit laboratory requirement under general education. The course will be a hybrid course where much of the content will be delivered in an on-line format with one-day-a-week meetings to participate in field trips and stewardship projects. Due to the service learning and environmental aspects of the course, students must be able and willing to perform light labor (on the level of gardening) and a moderate amount of hiking. Students will be required to provide their own transportation to nearby locations, car pooling and cost sharing will be encouraged under Marian University’s policy on approved drivers for field trips.

An introduction to the fundamental principles of Chemistry including modern concepts of atomic and molecular theory, physical states of matter, stoichiometry, chemical bonding, gas laws, equilibria and reactions of inorganic compounds.

Prerequisites:

CHE 001 Preparatory Chemistry, or high school chemistry; MAT 001 Basic Algebra, or appropriate math placement test score

An introductory course for non-science majors. This course provides a basic knowledge of chemistry and its application to everyday life with special focus to biological and medical applications. With laboratory.

A general introduction to the basic principles of chemistry and physics and their application in contemporary society. The course, for non-science and non-nursing majors, includes a laboratory experience with experiments designed to assist the student in understanding the concepts discussed in lecture.

An introduction to the physical nature and processes of the earth, along with the chemical bases for them. Dynamic processes of landscape formation and change as shaped by the forces of plate tectonics, weather, and ground and surface water will be studied. Planetary geology will be introduced. The laboratories will complement lectures with both indoor study and field trips to study local examples.

A course in the basics of meteorology in which students study the atmosphere and its physical processes including large scale climatological and local weather phenomena, their impact on society and on other aspects of ecological systems. Measurement of physical characteristics such as temperature, atmospheric pressure, humidity, and wind along with data collection and analysis are included in laboratory exercises. Mathematical problem-solving skills will be emphasized. Professional meteorology and climatology are examined. Unusual and dangerous weather conditions, their causes and effects are studied and students are introduced to microclimatology.

Prerequisites:

MAT 201 Calculus I, or Corequisite

This is a lecture and laboratory course which stresses the fundamental principles of mechanics, momentum, work and energy, rotational motion and fluid statics and mechanics. The course will use calculus in derivation of the laws of physics as well as in problem-solving.

A survey of world civilizations from human origins to the 16th century. Exploration of the cultural, political and economic development of humankind in a global context.

A survey of the changes which occur during the entire lifespan as people develop: physical, motor, cognitive, moral, and social-emotional. Developmental theory and research data are critically considered. Application of existing knowledge about the variables which affect the course of development is emphasized.


Corequisites:

The course will focus on the educational implications of psychological principles and theories of child and adolescent development derived from research. The application of theories and principles will emphasize components of the teaching-learning situation.

This course focuses on the exploration of fundamental principles of effective communication. Skilled communication behaviors are developed through the study and practice of interpersonal communication, public speaking, listening, and group dynamics. Practical applications include class discussion, group activities, listening exercises, and individual presentations.

A course applying traditional rhetoric and communication theory to oral presentations. Students study, write, deliver and evaluate public speeches. Emphasis is placed on the students’ ability to speak from an outline in a variety of situations including informative speaking, persuasive speaking and demonstration speaking. All presentations are made in class and videotaped to aid in evaluation.

MUS elective

Education requirements, 9 credits:

Prerequisites:

MAT 212 Intro to Abstract Mathematics, with a grade of C or higher

An introduction to modern axiomatic Euclidean and non-Euclidean geometries. Other topics of study may include advanced Euclidean synthetic and coordinate geometry, and geometric transformations.

Prerequisites:

A course designed to acquaint the prospective teacher of secondary mathematics with a survey of the history of the discipline. Topics will include a development of mathematics as known to the Babylonian, Egyptian, Greek, Arabian, and Chinese civilizations. Included in this discussion is the development of numerals and place-value numeration systems, the axiomatic method, and analysis of various algorithms both modern and historical. Other topics may be included at the discretion and interest of the course instructor. This course is required of all mathematics/secondary education majors and minors.

An introductory course which studies the nature and purpose of national, state, and local government, the Constitution, and the institutions and pressures of American society.

3 credits from the following:

A survey of world civilizations from the 16th century to the present. Exploration of the cultural, political and economic development of humankind in a global context.

A survey course in which the cultural, political and economic events that have shaped American history from the precontact period to 1877 will be explored. The course will pursue several key topics including the evolution of race and gender relations, independence, the emergence of popular democracy, the era of the Civil War and Reconstruction and the impact of industrialism and urbanization upon American life.

A survey course in which the cultural, political and economic events that have shaped American history from 1877 to the present will be explored. The course will pursue several key topics including the continuing development of race and gender relations, the impact of industrialism, the world wars and the Cold War upon American life.

Middle-secondary education courses, 23 credits:


Corequisites:

An initial field-based experience focused primarily on observation. Seminars provide the student opportunities to: 1) reflect on observations and classroom experiences, 2) to be introduced to lesson planning, issues in classroom management and conflict resolution, 3) to be introduced to the InTASK Teacher Standards and the use of these standards for professional goal setting, 4) develop the Portfolio for the Admission to the School of Education. (Admission to Field Experience)

Prerequisites:

A supervised field-based experience in which students begin to apply theory and teaching strategies learned in education courses to initial teaching experiences. Seminars provide supplemental opportunities for the student to link theory to practice, to continue the development and understanding of the InTASK Teacher Standards and the use of standards for goal setting and continue the development of lesson planning, issues in conflict management and conflict resolution.

Prerequisites:

A supervised field-based experience in which content and pedagogies from advanced methods courses is applied to teaching experiences. Seminars provide students an opportunity to continue the development and understanding of the InTASK Teacher Standards and the use of standards for goal setting, lesson planning, issues in conflict management, and conflict resolution.

Prerequisites:

A supervised field-based experience which places greater emphasis on the integration of content and pedagogies. Seminars provide the student an opportunity to reflect and dialogue on the multiple facets of the teaching-learning situation, to continue the development and understanding of the InTASK Teacher Standards and the use of standards for goal setting, lesson planning, issues in conflict management, and conflict resolution.

Prerequisites:

An orientation to teaching as a profession and an overview of effective classroom management. Topics include the requirements for teacher licensure; the foundation and philosophical background of education in the United States; and issues and trends affecting education. Topics also include classroom management theories and techniques to analyze effective classroom management approaches.


Corequisites:

(For education majors only) The course that examines the role technology in the classroom. This course is designed to emphasize the use of Web 2.0, Social Media, other technologies, and learning theories and educational research in the school setting. Students will be introduced to applications that may be used in the PK-12 educational settings. Students will also look at various ways to integrate the WI State Teacher Standards, Common Core Standards, and the National Educational Technology Standards (NETS) into the curriculum.


Corequisites:

The course will focus on the educational implications of psychological principles and theories of child and adolescent development derived from research. The application of theories and principles will emphasize components of the teaching-learning situation.

Prerequisites:

This course focuses on effective classroom management in grades pre-K-12, with a holistic approach utilized to enhance research, develop hands-on activities, and to develop ideas about what effective classroom management is. The course stresses practical approaches and principles which may be applied in the classroom setting. Students will study different classroom management theories and techniques and will develop ways to build upon and refine their own personal model of effective classroom management using the tools and information provided by the course.

This course addresses the characteristics of exceptional children and introduces successful inclusive teaching practices. This course will cover topics such as disability conditions, gifted and talented, legislation, collaboration, planning, assessment, response to intervention, and diversity.

Prerequisites:

Critical examination of factors that impact student learning, ie: sexual orientation, gender, religion, socio-economics, language, and age. Forces of discrimination in schools are evaluated. Particular attention is given to critical race theory, educational equity, and critical social justice theory. American Indian culture is studied. Students have opportunities to develop relationships with people from various cultural backgrounds. Includes a 10 hour field experience.

A critical appraisal of formal and informal teacher-directed evaluation ranging from standardized tests to authentic assessment. Emphasis is placed on the evaluation process and interpretation of test results.

This course is designed for teachers of adolescent students. Emphasis will be placed on teaching reading and writing in the content areas while meeting the needs of the students. Strategies for teaching comprehension in the various curricular areas will be studied to enable learners to become independent and competent readers. Students will survey literature judged to be appropriate for adolescents at various stages of their development. The course will explore options of utilizing technology in grades 6-12 in the areas of literacy. The course will explore effective ways of motivating all students to integrate literacy throughout the curriculum and methods of maintaining the integral connection between reading and writing.

12 credits:

A supervised teaching experience at the secondary level which provides an opportunity for practical application of educational theory and research. The seminar is designed for students to reflect upon and analyze teaching experiences and discuss relevant issues such as ethics, communication and classroom management. (1-12 cr.)

(for Middle/Secondary Education majors only)  A supervised teaching experience at the middle level which provides an opportunity for practical application of educational theory and research. The seminar is designed for students to reflect upon and analyze teaching experiences and discuss relevant issues such as ethics, communication and classroom management.

3 credits:

A study of the goals and objectives of mathematics education in the middle and secondary school, the current trends in curriculum, instruction, assessment and evaluation, and the methods and materials used in teaching mathematics.

Mathematics courses, 26 credits:

Prerequisites:

MAT 112 Pre-Calculus Mathematics, Appropriate math placement test score or MAT 112 with a grade of C or higher

A first course in the calculus treating functions of one variable. Topics include limits, continuity, derivatives, and integrals of polynomial rational functions. A major emphasis of this course is the application of these concepts to problems arising out of industry, economics, business, and the sciences.

Prerequisites:

MAT 201 Calculus I, Appropriate math placement test score or MAT 201 with a grade of C or higher

A continuation of MAT 201. Topics include the study of transcendental functions, techniques of integration, analytic geometry, polar coordinates, and parametric equations.

Prerequisites:

MAT 201 Calculus I, Appropriate math placement test score or MAT 201 with a grade of C or higher

A survey course designed to acquaint the prospective mathematics student with topics and techniques common to the study of advanced mathematics such as algebra, analysis, geometry, and statistics. Major topics of the course include symbolic logic, methods of proof, set theory, relations, functions, and structure in mathematics. Examples will be drawn from various branches of mathematics to illustrate the topics presented.

Prerequisites:

MAT 202 Calculus II, with a grade of C or higher

A continuation of MAT 201/202. Topics include vectors in Cartesian two-and three-dimensional spaces, functions of several variables, partial differentiation, multiple integration, and elementary differential equations.

Prerequisites:

MAT 201 Calculus I, Appropriate math placement test score or MAT 201 with a grade of C or higher

A study of elementary probability theory, discrete and continuous random variables, the Central Limit Theorem, sampling theory, estimation, confidence intervals, and hypothesis testing.

Prerequisites:

MAT 212 Intro to Abstract Mathematics, with a grade of C or higher

A study of vector spaces, determinants, linear transformations, matrices, linear independence and bases, systems of linear equations, and elementary linear programming techniques. The course emphasizes the application of these topics to problems selected from business, industry, and the sciences.

Prerequisites:

MAT 212 Intro to Abstract Mathematics, with a grade of C or higher

A study of set theory, mappings and algebraic structures to include groups, rings, integral domains, fields; homomorphisms and isomorphisms; theorems of Cayley and Lagrange; and characteristic properties of the rational, real, and complex fields.

3 credits from the following:

Programming in an Algebraic Programming Language, if-then-else, loops, arrays, concepts of machine language, algorithms for searching, sorting and equation-solving. (A college course in math is highly recommended before taking TEC 212).

An introductory programming course involving current, available visual programming techniques and languages. Course curriculum will be continually revised to reflect ongoing changes in the field.

This course will introduce fundamental concepts related to the creation of data structures and programming logic in modern information systems. This course will introduce the importance data organization in computer systems; the variety of possible structures used to represent data relationships, how data structures are stored in memory, and the link between the design of data structures and programming algorithms.

8 credits:

MAT Math electives (must be at the 300 level or above)

International Society for Technology in Education
ISTE Standards for Teachers
ISTE-T Standards

InTASC Model Core Teaching Standards
InTasc Standards

Wisconsin Teacher Standards
WI Teacher Standards

Teacher Education Department Mission

The mission of Teacher Education Programs is to prepare candidates for the teaching profession by providing candidates with the knowledge, skills, and experience necessary to assist them to develop the pedagogical, content, and technological skills necessary to function effectively as a teacher in the areas of early childhood, elementary, middle school, and secondary education.

Program Learning Outcomes

After completion of this program, candidates will demonstrate:

  1. An understanding of the teaching standards, including the knowledge, skills, and dispositions expected of a professional teacher.
  2. Academic competence in a broad base of general education and in a major appropriate for the licensure being sought and demonstrate knowledge of a variety of effective teaching methods and materials (including technology) which utilize skills that effectively apply content knowledge and knowledge of children and adolescents to the learning environment.
  3. The ability to design instruction effectively using a variety of instructional strategies and adapting instruction to encourage the development of critical thinking, problem solving, and performance skills for all students. Candidates also reflect on the instructional process to improve future teaching and learning experiences.
  4. An understanding and an ability to design, assess, and evaluate (both formal and informal) assessments for student learning and reflects on the assessment process to improve future teaching and learning experiences.
  5. An understanding of a diverse student population and apply appropriate instructional strategies and assessments that acknowledge sensitivity to students’ diverse learning needs.

As a graduate of the mathematics education program, you’ll find career success in a variety of settings. Through hands-on classroom experience, research and teaching experience, mathematics education graduates have found career success at both private and public schools in Wisconsin and across the nation.

School of Education Assessment Reports

2014-15 Annual Analysis: Teacher Education Undergraduate Programs

wi-dept-public-instruction-logo         aacte-logo          caep-logo

Marian University is accredited by the Higher Learning Commission.

Faculty and staff at Marian will prepare you to achieve your goals through a classroom experience centered on a personal, applied approach. Through the mathematics education program, you’ll have the foundation and qualifications to find success in the middle and high school classroom, as well as the experience needed to enroll in graduate school.

Admission to the School of Education is required for continuation in education courses. The student must meet the following criteria:

1. A minimum cumulative grade point average upon completion of the following minimum number of credits:
2.85 GPA on a minimum of 40 credits
3.00 GPA on a minimum of 60 credits
3
.00 GPA on a minimum of 75 credits
3.00 GPA on a minimum of 90 credits

(Courses designated 001 are not calculated in the cumulative grade point average.)

2. Reported passing scores on all components of the Praxis Core (Pre-professional Skills Tests-Praxis I if tests are taken prior to September 1, 2014)

Minimum passing scores on the Praxis I (Pre-professional Skills Tests – (PPST)Scores
Reading 175
Writing 174
Mathematics 173

Reported scores on the Praxis Core Test ( Praxis ® Core Academic Skills for Educators Tests) if tests are taken after September 1, 2014
Scores

Reading 156
Writing 162
Mathematics 150

3. Successful completion of EDU 010 Field Experience One (grade of “B” or better)

4. Successful completion of EDU 100 Introduction to Education (grade of “B” or better)

5. Proficiency in speaking and listening (grade of “C” or better in COM 101 or COM 232)

6. Completion of EDU 200 Technology in Education (grade of “B” or better)

7. Completion of EDU 202 Psychology of Learning (grade of “B” or better)

8. Successful Completion of the Admission to the School of Education Portfolio

School of Arts & Sciences Faculty (SAS)

Linda Krueger, M.S.
920.923.8739
lkkrueger64@marianuniversity.edu


School of Education Faculty (SoE)

Kathy McCord, M.S.
Instructor
920.923.7637
kmccord@marianuniversity.edu

Polly Manske, M.S.
Assistant Professor
920.923.7151
pkmanske52@marianuniversity.edu

Aida Michlowski, Ph.D.
Professor
920.923.8749
amichlowski@marianuniversity.edu

Sr. Cyndi Nienhaus, Ph.D.
Assistant Professor
920.923.6712
canienhaus06@marianuniversity.edu

Kristi Reitz, Ph.D.
Assistant Professor
920.923.7177
klreitz64@marianuniversity.edu

Sr. Catherine Stewart, Ph.D.
Assistant Professor
920.923.8099
cmstewart97@marianuniversity.edu

Sue Stoddart, Ph.D.
Associate Professor
920.923.7170
sstoddart@marianuniversity.edu

Robert Wagner, M.E.
Instructor
920.923.8152
bwagner@marianuniversity.edu

At Marian University, you’ll apply knowledge gained in class to your field experiences and through your senior semester of student teaching, allowing you to bridge classroom knowledge with practical field experience. In addition, you will earn state certification to teach in grades 5-12.

Apply Now

For more information, please contact:

Office of Admission
920.923.7650
admission@marianuniversity.edu

Linda Krueger, M.S.
920.923.8739
lkkrueger64@marianuniversity.edu

Dean, School of Education
Sue Stoddart, Ph.D.
sstoddart@marianuniversity.edu
1.800.262.7426 ext. 8100

Assistant Professor & Chair, Teacher Education
Kristi Reitz, Ph.D.
klreitz64@marianuniversity.edu
1.800.262.7426 ext. 7177

Support Staff
Leah Schraeder, Support Specialist III
laschraeder27@marianuniversity.edu
1.800.262.7426 ext. 8128

Certification Officer/Advisor
Joan Ferguson
jferguson@marianuniversity.edu
1.800.262.7426 ext. 8778

Director of Field & Clinical Experiences
Phil Johnson
prjohnson91@marianuniversity.edu
1.800.262.7426 ext. 8752