Overview
The Bachelor of Arts in Mathematics with Secondary Certification program at the University of Hartford aims to develop highly skilled mathematics teachers who are proficient decision makers, leaders, and innovators for the twenty-first century. The major emphasizes a balanced program of rigorous mathematics content and practical pedagogical knowledge. Teaching expertise is developed through several semesters of progressively challenging and diverse K-12 public school clinical experiences. Students in the program will benefit from small class sizes and faculty who have demonstrated excellence in research and teaching as well as a commitment to K-12 public schools.
Public schools in the United States continue to need highly-qualified secondary school mathematics teachers. For the past 10 years, the Connecticut State Department of Education has deemed secondary mathematics a “State certified shortage area”. And the future for filling vacant positions does not look bright. Consequently, successful graduates of secondary mathematics education programs are highly employable.
Since its inception the University of Hartford has been dedicated to serving and enriching the educational experiences of our neighbors in the greater Hartford area. Over the years this commitment has extended to the entire northeast corridor. This program hopes to alleviate the current pressure on secondary schools to find dedicated, well trained teachers of mathematics who can serve these populations with distinction.
The University of Hartford Magnet School, a public school on our private university campus, serves as a model for integrated services in the community. The Magnet School serves as a living, learning laboratory in the best sense of the term. Teacher candidates working in the school experience practices that are on the cutting edge in the area of professional preparation. The school facilitates the relationship between theory and practice in both faculty and candidates that is so critical to developing reflective practitioners across disciplines.
Building on the success of the partnership that launched the University of Hartford Magnet School, the University High School of Science and Engineering (UHSSE) was developed as a partnership of the Hartford Public Schools, University of Hartford, and Capitol Region Education Council. Presently the UHSSE is located on the Asylum Avenue campus while planning is underway on the construction of a $34 million permanent high school facility on Mark Twain Drive Extension, on the University of Hartford’s main campus. The focus of the curriculum at UHSSE is on science, mathematics, engineering, and technology—areas which are the leading fields of the 21st century.
With two magnet schools located on campus secondary mathematics education majors at the University of Hartford have an excellent opportunity to hone the craft of teaching at both the elementary and secondary levels.
Everyday Statistics
Calculus I
Calculus II
Calculus III
Computer Programming I
Linear Algebra
Discrete Math I
Discrete Math II
Introductory Analysis
Introduction to Modern Algebra
History of Mathematics
Foundations of Geometry
Teaching Secondary School Mathematics – Concepts
Teaching Secondary School Mathematics – Practice
Introduction to Education and Human Services
Psychology of Exceptionalities
Learning and Development: Understanding Yourself and Others
Diversity
Introduction to Gifted Education
Effective Teaching I – The Student in the Secondary Classroom
The Teacher as Instructional Leader
Student Teaching: Secondary
Reading across the Curriculum
Modern Health Concepts
Basics of Human Fitness
1) Candidates know, understand and apply the process of mathematical problem solving.
2) Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry.
3) Candidates communicate their mathematical thinking orally and in writing to peers, faculty and others.
4) Candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding.
5) Candidates use varied representations of mathematical ideas to support and deepen students? mathematical understanding.
6) Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and the meaning of operations.
7) Candidates emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change.
8) Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties.
9) Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in techniques and application of the calculus.
10) Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.
11) Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.
12) Candidates apply and use measurement concepts and tools.
