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Adolescence Education: Mathematics with Students with Disabilities Certification Major (BS)

Description

Mathematics is the science of shape, quantity, and patterns, and has evolved to encompass many different fields, including Algebra, Analysis, Geometry, Probability, Applied Mathematics and Mathematical Modeling, and Statistics. A major in mathematics trains students to think critically and to solve complex problems.

The Adolescence Education: Mathematics with Students with Disabilities Certification Major is intended for students who want to become certified to teach Mathematics in grades 7 to 12,  Mathematics in grades 5 and 6, and Student with Disabilities (All Grades).

The major includes 47 credits of Mathematics and co-requisites, 43 credits of Education and Human Development, 6 credits in World Language, and 22-23 additional credits of cognates to prepare for special education teaching. This curriculum completes the traditional major in mathematics and meets the requirements for initial certification as outlined by the New York State Education Department (SED) for Adolescence in Mathematics Education with Students with Disabilities Certification.

Admission to the Program

Students will need to meet SUNY 3.0 GPA requirements for admission in one of the following ways:

First-Year Students Criteria

  • High School GPA of a B or better or
  • High School Rank in the top 30% or
  • SAT (Evidence-Based Reading and Writing+Math) > 1140 or
  • ACT > 24 or
  • Brockport GPA > 3.0 based on at least 12 credits

Transfer Students Criteria

  • High School GPA of a B or better or
  • High School Rank in the top 30% or
  • SAT (Evidence-Based Reading and Writing+Math) > 1140 or
  • ACT > 24 or
  • Transfer GPA > 3.0 based on at least 12 credits or
  • Brockport GPA > 3.0 based on at least 12 credits

Students must also demonstrate preparation for entry into mathematics coursework at MTH 201 Calculus I or higher.

Students must meet NYSED requirements for minimum acceptable grades during completion of the program, including grades of C or above for all Content Core and Pedagogical Core coursework. Students must re-take courses where grades have not met this minimum acceptable grade standard.

Program Requirements

General Education Requirements Outside of Major (7 credits)

World Languages (3 credits)

  • Beginning Language I (111)
  • Beginning Language II (112)

Cognates (22-23 credits)

  • ENG 112 Composition (3 credits)
  • ENG 210 Creative Writing (3 credits)
  • BIO 281 or BIO 100 or BIO 111 (3-4 credits)
  • NAS 273 (4 credits)
  • HST 211 or HST 110 (3 credits)
  • HST 202 or HST 140 (3 credits)
  • AAS 113, AAS 114, ECN 100, HST 118, HST 120, or HST 212 (3 credits)

Mathematics & Co-Requisites (47 credits)

  • MTH 201: Calculus I (4 credits)
  • MTH 202: Calculus II (4 credits)
  • MTH 203: Calculus III (4 credits)
  • MTH 255: Differential Equations (3 credits)
  • MTH 281: Discrete Mathematics I (4 credits)
  • MTH 324: Linear Algebra (3 credits)
  • MTH 346: Probability and Statistics I (3 credits)
  • MTH 425: Modern Algebra (3 credits)
  • MTH 432: College Geometry (3 credits)
  • MTH 446: Probability and Statistics II (3 credits)
  • MTH 457: Real Analysis (3 credits)
  • Two 400-level MTH electives (6 credits)

Prerequisites (0-4 credits)

  • CSC 120: Introduction to Computing

Pedagogy Courses (43 credits)

Pre-Professional

  • EDI 413: Introduction to Special Education (3 credits)
  • EDI 430: Education and Society (3 credits)
  • EDI 459: Adolescent Development and Learning (3 credits)

Phase 1

  • EDI 431: Teaching Literacy in Middle & High School Content Areas I (3 credits)
  • EDI 446: Inclusive Middle Level Teaching in Mathematics (3 credits)
  • PRO 430: Adolescence Field Experience I (1 credit)

Phase 2

  • EDI 432: Teaching Literacy in Middle & High School Content Areas II (3 credits)
  • EDI 466: Teaching Mathematics Inclusively (3 credits)
  • PRO 431: EHD Field Experience II (1 credit)

Phase III

  • EDI 414: Special Education Methods (3 credits)
  • EDI 419: Assessment in Special Education (3 credits)
  • EDI 331: Adolescence Classroom Management (1 credit)
  • PRO 432: EHD Field Experience III (1 credit)

Student Teaching

  • EDI 464: Seminar in Adolescence Inclusive Education (3 credits)
  • PRO 433: Practicum in Adolescence Inclusive Education (9 credits)

Total Credits (122-126 credits)

Additional Degree Requirements

  • GEP 100 Academic Planning Seminar (1 credit)

Continuation Requirements (Once Enrolled)

  • Maintain ≥ 2.0 cumulative Brockport GPA
  • Earn ≥ C in all Mathematics, EDI, and world languages courses
  • Earn an “S” in all required PRO courses
  • Complete prerequisite course(s) before moving to the next program phase
  • Minimum grade levels apply to transfer courses. See Community college advising guides
  • Demonstrate the dispositions necessary in the teaching profession
  • Acquire and maintain an acceptable level of professional performance
  • A ≥ 2.5 cumulative Brockport GPA is required to student teach

Continuation in the program may be denied to any teacher candidate whose level of performance and/or dispositions do not adequately meet academic or professional standards. Decisions with respect to retention or dismissal of a teacher candidate are made by the faculty and staff of the Department of Education and Human Development, in consultation with the faculty in the Department of Mathematics, and not by any one person.

Students should note that admission into most graduate education programs in New York State will require a minimum 3.0 cumulative GPA for admittance.

Workshops

Students must complete the following workshops and trainings for program completion:

Note: Students may complete the CAD and SAVE workshop requirements by taking the course PRO 370 (1 credit) or PBH 301 (3 credits). See the page on certification resources for more information.

Licensure & Certification

University Endorsement

Students must complete this program and submit the recommendation form to be eligible for the University’s recommendation for New York State certification. Students should consult the Brockport Certification Office for the full list of New York state requirements for certification.

New York State Initial Teacher Certification Exams

Prospective Adolescence Education Teacher candidates must pass the following New York State Teacher Certification Examinations (NYSTCE) to obtain initial certification in the State of New York:

Certification Exams

  • Educating All Students (EAS)
  • Content Specialty Test (CST)

Students with Disabilities Certification Exams

  • Content Specialty Test (CST) – Students with Disabilities
  • Multi-subject Secondary Teachers (7-12) Exam

Program Co-Advisors

Jason Morris, PhD
Associate Professor of Mathematics
(585) 395-2199
jrmorris@brockport.edu

Rebecca Smith, PhD
Professor of Mathematics
(585) 395-5183
rnsmith@brockport.edu

Stephanie Wisnowski
Math Placement Coordinator
(585) 395-5188
swisnows@brockport.edu

Carol Wade, PhD
Associate Professor of Education
(585) 395-5569
cwade@brockport.edu

Amy McNulty, M.S.Ed.
Adolescence Education Advisement Coordinator
(585)-5516
amcnulty@brockport.edu


Student Learning Outcomes

Upon completion of the program, 

  1. Students are expected to carry out the creative and explorative processes of mathematics, including being able to interpret and construct rigorous proofs.
  2. Students are expected to use mathematics to model real world problems and utilize technology as appropriate.
  3. Students are expected to demonstrate an understanding of the importance of active engagement and civic responsibility beyond the classroom through knowledge and real-world experience gained in the academic field of mathematics.
  4. Students are expected to become familiar with and develop inclusive teaching strategies, lesson planning, instruction, and assessment in mathematics content areas.

In addition, upon completion of the program, students will be prepared to be excellent teachers of mathematics in grades 5 through 12, as well as special education, and will meet the requirements for initial certification as outlined by the New York State Education Department (SED) for Adolescence Education in Mathematics (grades 5 through 12) and Student with Disabilities.

The following PSLOs are assessed by Education and Human Development:

  1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment

 

  1. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals
  2. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals
  3. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways
  4. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.