Statistics 510 Applied Regression Analysis has been replaced by Statistics 410, R Programming and Data Science.
Statistics 410 is a required course in the Statistics Major with an Emphasis in Data Science. For the general Statistics Major, Statistics 410 will be included in the list of twelve units selected from Statistics 325, 496, 510, 520, 560, 575, 580, and 596. For the Statistics Major with an Emphasis in Actuarial Science, Statistics 410 will be included in the list of three units selected from Statistics 325, 410, 496, 560, and 596.
MATH 340 is a substitute for MATH 541 for the 2018/19 academic year.
Mathematics Course Renumbering
Course Title |
Old Number |
New Number |
Abstract Algebra |
Math 521A |
Math 320 |
Advanced Calculus I |
Math 534A |
Math 330 |
Programming in Mathematics |
Math 541/242 |
Math 340 |
Algebraic Structures |
Math 521B |
Math 520 |
Advanced Calculus II |
Math 534B |
Math 530 |
Example 534A is equivalent to 330, take only one of these.
In order to make the path to a Mathematics Bachelor’s degree clearer, several core courses were renumbered from 500 to 300-level. Mathematics majors should complete the 300-level courses right after completion of their required lower division classes. Thus, following Math 245, 252, and 254, Mathematics majors should next take the core courses in Abstract Algebra (MATH 320), Advanced Calculus (MATH 330), Differential Equations (MATH 337), and Numerical Analysis (MATH 340).
The core courses give a broad understanding of mathematics, and more formal training than lower division courses provide. They build a strong foundation for student success at the 500-level.
rev: 03/14/2018
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A National Science Foundation grant
supports a new approach for STEM degree hopefuls.
“There is clear and growing evidence that we can improve math learning and retention for all students through active learning that promotes cognitive engagement.”
Challenging introductory mathematics courses are the most common roadblock to earning undergraduate degrees in the STEM fields. In an effort to help students get past this roadblock, San Diego State University and 11 other universities across the nation announced they will scale up the adoption of “active learning” skills for undergraduate pre-calculus and calculus instruction.
Active learning, explained SDSU mathematician Chris Rasmussen, refers to a broad range of instructional approaches that provide students with opportunities to engage in the learning process with meaningful mathematical activities. Active learning also improves skills such as communication and teamwork, which are highly valued by employers.
“There is clear and growing evidence that we can improve math learning and retention for all students through active learning that promotes cognitive engagement,” he said.
Three SDSU faculty involved
Over the past year, SDSU has worked with the Association of Public and Land-Grant Universities (APLU), the University of Colorado-Boulder and the University of Nebraska-Lincoln to better understand how math departments can increase and sustain the use of active learning in introductory mathematics courses. Co-principal investigators Rasmussen, Mike O’Sullivan and Janet Bowers in the Department of Mathematics and Statistics at SDSU are leading this initiative.
Eight other institutions will join the effort to further study and develop practical models applicable to virtually any institution. Those additional partners include: California State University, East Bay; California State University, Fullerton; Kennesaw State University; Loyola University; Morgan State University; Ohio State University; the University of Maryland; the University of Oklahoma; and the University of Texas Rio Grande Valley.
The National Science Foundation (NSF) is supporting the project, known as SEMINAL: Student Engagement in Mathematics through an Institutional Network for Active Learning, with a $3 million, five-year grant. The initiative will place particular emphasis on helping underrepresented minority students succeed in introductory math courses that are the foundation of STEM fields.
Research-based effort
Far too many students hoping to pursue careers in STEM fields get tripped up by introductory math courses right from the start, explained Howard Gobstein, executive vice president of the APLU and one of the principal investigators of the NSF-funded initiative.
“With a persistent shortage of skilled workers in STEM fields and unequal access to all students, we have a tremendous opportunity to broaden participation and address the biggest hurdle for students’ success,” he said. “We are thrilled to scale an approach that we know works to help more students realize their dreams in STEM fields.”
Research has shown that introductory math courses provide the cornerstone for success in STEM majors and fields, and active learning has proven highly effective in helping more students succeed in such core courses. For example, the largest study of undergraduate STEM education literature to date—a meta-analysis of 225 studies published by the National Academies in 2014—found that undergraduate students in classes using active learning methods had higher course grades by half a letter grade, and students in classes with traditional lectures were 1.5 times more likely to fail.
“In response, the presidents of the professional societies in the mathematical sciences have called for the incorporation of these practices into all mathematics courses,” said David M. Bressoud, director of the Conference Board of the Mathematical Sciences. “But most faculty are not conversant with how to do this effectively, and most departments do not know how to foster the changes that need to be made. SDSU, APLU and their partnering universities through SEMINAL are demonstrating how departments can enable and support these innovations.”
By Jill Esterbrooks
http://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=77079
January 25, 2018
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Chris’s most prominent research is on a very practical and extremely important area, improving the student experience in first year calculus, and he is having a substantial impact in this area. He is a Co-Principal Investigator on three ground breaking 5 year NSF-funded grants that seek to understand programs and practices that support student learning and to communicate the results of the research and propagate successful innovations by partnering with the Mathematical Association of America and the Association of Public and Land-granting Universities. Chris has led the effort to improve San Diego State’s calculus program, working closely with the Department Chair, the Mathematics Learning Center Director and the course coordinators as chair of the Calculus Task Force. The innovations introduced are based on findings from his NSF-funded projects.
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A significant contribution of the work will be connecting the research on mathematics learning generally with research on mathematics learning of English language learners. In addition to advancing theoretical understandings, the research will also contribute practical resources and guidance for mathematics teachers who teach English language learners.
The Faculty Early Career Development (CAREER) program is a National Science Foundation (NSF)-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations.
Zahner’s abstract is available on the NSF website below.
http://www.nsf.gov/awardsearch/showAward?AWD_ID=1553708&HistoricalAwards=false
SINGLE-SUBJECT
Besides the BA degree in mathematics for teaching, there are other ways to have one’s mathematics background endorsed for entry into a single-subject credential program in mathematics:
1. Single-subject certificate program. This route amounts to taking the same coursework as in the BA in mathematics for the single-subject credential, but it might fit prospective teachers who already have a degree in some other field.
2. Three tests. Passing three tests in the CSET series also allows entry into SDSU’s single-subject credential program in mathematics. Information on the tests, with some sample items, is at www.cset.nesinc.com.
SUPPLEMENTARY AUTHORIZATION
California issues “supplementary authorizations” in teaching areas. Supplementary authorizations are not stand-alone credentials; they must be accompanied by either a single-subject or a multiple-subject credential.
Although other collections of coursework may meet the state requirements (check www.ctc.ca.gov), SDSU is authorized to endorse (to the state) applicants for a supplementary authorization in mathematics who have completed either Option 1 or Option 2 below. Option 1 is designed with Liberal Studies majors in mind. Option 2 may fit better the background of those interested in this program who come from other technical fields (e.g. a physics major planning to teach).
Option 1 (Each course is 3 semester units unless otherwise stated. Total units: 21-23)
MATH 12 Calculus for the Life Sciences I
MATH 210 Number Systems in Elementary Mathematics
MATH 211 Geometry in Elementary Mathematics
MTHED 212 Children’s Mathematical (1 or 2 units)
MATH 313 Topics from Elementary Mathematics II
MATH 413 Mathematics for the Middle Grades
One of the following:
MATH 311 Topics in Elementary Mathematics for the Blended Program
(2-unit version of MATH 312)
MATH 312 Topics from Elementary Mathematics I (Statistics and Probability}
STAT 357 Probability and Statistics
One of the following, subject to approval of adviser:
MATH 141 Precalculus (Obligatory unless the applicant can establish previous satisfactory coverage of the contents of this course)
MATH 302 Transition to Higher Mathematics
MATH 303 History of Mathematics
Option 2 (Each course is 3 semester units unless otherwise stated. Total units: 22-23)
MATH 150 Calculus I (5 units)
MATH 151 Calculus II (4 units)
MATH 211 Geometry in Elementary Mathematics
MTHED 212 Children’s Mathematical Thinking (1 or 2 units)
MATH 313 Topics from Elementary Mathematics II
MATH 413 Mathematics for the Middle Grades
STAT 357 Probability and Statistics
]]>SINGLE SUBJECT WAIVER PROGRAM IN MATHEMATICS
Students who wish to satisfy the requirements for the subject matter program in mathematics to prepare for a single subject teaching credential program in mathematics must complete the following requirements. (Students who have completed one or more courses in the program before January 1, 1995, should see the adviser since the earlier program is slightly different.) To be admitted to the program, students must demonstrate competency in high school mathematics (algebra through trigonometry) by passing a mathematics placement test.
Subject Matter Waiver Program
A minimum of 45-46 units to include three semesters of calculus Math 150, 151and Math 252, Math 245 (Discrete Mathematics), 302 (Transition to Higher Mathematics), Math 414 (Capstone), Abstract Algebra (Math 521A), Advanced Calculus (Math 534A), Statistics 357; one course selected from the geometry sequence (Math 510, 511 or 512); Computer Science 107 or 205; and six units of upper division electives selected with the approval of the adviser from physical and mathematical sciences. Students may substitute equivalent courses taken at this or other universities only with the approval of the single subject credential adviser. An approved calculus sequence of 12 units may be substituted for the 13-unit calculus sequence (Mathematics 150, 151, 252), thus reducing the total unit requirement from 46 to 45.
For more information contact:
Dr. Janet Bowers
jbowers@math.sdsu.edu
When should you see an adviser? Whenever…
you have a question, or
you are choosing electives in mathematics, or
you need your major outline (see below).
Planning your coursework. Study the recommended sequence given later. Keep in mind that some upper-division electives may be offered only one semester a year. An adviser may have advance information on projected course offerings.
Which electives are acceptable? Electives must be approved by an adviser, so the safe approach is to have them approved BEFORE you take them. As a guide in your planning, these are routinely accepted–MATH 303, 336, 509, 521B, 522, 523, 524, 535, 541A, a second upper-division course in geometry or probability or statistics, 561, 579. Other upper-division courses may be appropriate also; keep your long-term goals in mind. MATH 312, 313, and 413 are for non-math-majors and hence are not acceptable for the major.
What is a major outline, and when should I file it? The Evaluations officer needs this official piece of paper as a confirmation that your mathematics electives were acceptable to the Department; the major outline requires a Departmental signature. We recommend filing the major outline in the semester before you are to be graduated. This timing usually avoids having to file a change because a chosen mathematics elective is not offered or because scheduling conflicts keep you from taking an intended elective, but does give you adequate “warning” if you are missing coursework in some General Education area, or are short of upper division units.
When should I get an official degree evaluation? Although a degree evaluation is automatically done after you apply for graduation, it is a good idea to request one earlier, especially if you are a transfer student or are not certain about general education, units required for graduation, etc. (The University Advising Center may also be helpful with questions about general education requirements; department advisers may be less informed. Consult your catalog carefully; different catalogs may have slightly different requirements.) ALERT: 45 upper division units are required for graduation (major 24 units + u.d. GE 9 units + ED 451 3 units = 36 units…what are your other 9 units?).
Planning for the credential year. During your junior year and senior year, you should attend a Group Advising Session for the Single Subject Credential Program, offered by the College of Education. Doing this keeps you informed of deadlines, of new or recent state or program requirements, of our part-time program, and of prerequisites for the credential program (e.g., CBEST [can take early], early field experiences, ED 451). Currently CLAD requirements like LING 420 and PLC 515 can be taken during the credential year. The current schedule of these Group Advising Sessions is available in Education 100.
The current GPA requirement for an SDSU credential program is 2.67 (or 2.75 in the last 60 units). (Note: This 2.67 is not a GPA requirement for graduation.)
Financial help? ED 107 has information on various areas of financial support. For example, currently in the Assumption Program of Loans for Education (APLE), the state repays up to as much as $19,000 of one’s APLE loan. Upper-division undergraduates intending to teach are eligible for the APLE.
What are the intended outcomes of this program?
OUTCOME 1: To promote prospective teachers’ understanding of the core mathematics they will teach.
OUTCOME 2: To promote prospective teachers’ understanding of higher level content knowledge that extends beyond the core mathematics they will teach. Areas of in-depth study include Linear Algebra, Modern Algebra, and Introductory Real Analysis.
OUTCOME 3: To enhance prospective teachers’ proclivity to use technology when appropriate. In particular, software packages should be integrated throughout the program to develop students’ abilities to use technology to model mathematical relations and explore mathematical connections.
OUTCOME 4: To enhance prospective teachers’ communication skills so they can convey mathematical ideas confidently and effectively through both verbal and written means.
OUTCOME 5: To promote prospective teachers’ development of pedagogical content knowledge, which focuses on an appreciation for the variety of ways that children learn mathematics.
]]>Besides the BA degree in mathematics for teaching, there are other ways to have one’s mathematics background endorsed for entry into a single-subject credential program in mathematics:
1. Single-subject certificate program. This route amounts to taking the same coursework as in the BA in mathematics for the single-subject credential, but it might fit prospective teachers who already have a degree in some other field.
2. Three tests. Passing three tests in the CSET series also allows entry into SDSU’s single-subject credential program in mathematics. Information on the tests, with some sample items, is at http://www.cset.nesinc.com/
SUPPLEMENTARY AUTHORIZATION
California issues “supplementary authorizations” in teaching areas. Supplementary authorizations are not stand-alone credentials; they must be accompanied by either a single-subject or a multiple-subject credential.
Although other collections of coursework may meet the state requirements (check www.ctc.ca.gov), SDSU is authorized to endorse (to the state) applicants for a supplementary authorization in mathematics who have completed either Option 1 or Option 2 below. Option 1 is designed with Liberal Studies majors in mind. Option 2 may fit better the background of those interested in this program who come from other technical fields (e.g. a physics major planning to teach).
Option 1 (Each course is 3 semester units unless otherwise stated. Total units: 21-23)
MATH 12 Calculus for the Life Sciences I
MATH 210 Number Systems in Elementary Mathematics
MATH 211 Geometry in Elementary Mathematics
MTHED 212 Children’s Mathematical (1 or 2 units)
MATH 313 Topics from Elementary Mathematics II
MATH 413 Mathematics for the Middle Grades
One of the following:
MATH 311 Topics in Elementary Mathematics for the Blended Program
(2-unit version of MATH 312)
MATH 312 Topics from Elementary Mathematics I (Statistics and Probability}
STAT 357 Probability and Statistics
One of the following, subject to approval of advisor:
MATH 141 Precalculus (Obligatory unless the applicant can establish previous satisfactory coverage of the contents of this course)
MATH 302 Transition to Higher Mathematics
MATH 303 History of Mathematics
Option 2 (Each course is 3 semester units unless otherwise stated. Total units: 22-23)
MATH 150 Calculus I (5 units)
MATH 151 Calculus II (4 units)
MATH 211 Geometry in Elementary Mathematics
MTHED 212 Children’s Mathematical Thinking (1 or 2 units)
MATH 313 Topics from Elementary Mathematics II
MATH 413 Mathematics for the Middle Grades
STAT 357 Probability and Statistics
For more information contact the Mathematics Education Programs Advisors:
Dr. Janet Bowers
jbowers@mail.sdsu.edu
Dr. Cassondra Lochard
clochard@mail.sdsu.edu
rev: 02/26/2015
]]>Bachelor of Arts in Mathematics
in preparation for the
Single Subject Teaching Credential
Single Subject Waiver Program in Mathematics
Other Routes to Mathematics Teaching Credentials
Sample Items for the LS Mathematics Proficiency Assessment
Mission Statement
The purpose of the SDSU Single Subject content preparation program is to promote the development of highly effective mathematics teachers who embrace the challenge of engaging students from diverse cultural backgrounds in the pursuit and enjoyment of mathematics. In our view, a highly effective mathematics teacher is one who is a reflective learner and an effective communicator.
This program includes mainstream courses in mathematics, as well as specialized courses for prospective secondary teachers. There is a critical and growing shortage of qualified secondary school teachers of mathematics. Many students find this to be an extremely rewarding career. Candidates for a teaching credential must complete all requirements as outlined in the catalog under Policy Studies or Teacher Education. For students completing the single subject teaching credential program, no more than 48 units in mathematics courses can apply to the degree. This major may be used by students in teacher education as an undergraduate major for the B.A. degree in liberal arts and sciences.
Preparation for the Major
Three semesters of Calculus (Math150,151and 252), Math Software Workshop (Math 241), Discrete Mathematics (Math 245), Linear Algebra (Math 254) and Intro to Computer Programming (CS 107), a total of 23 units. Recommended: Principles of Physics (Physics 195, 195L, 196, 196L, 197, 197L).
Foreign Language Requirement
Competency (successfully completing the third college semester or fifth college quarter) is required in one foreign language as part of the preparation for the major. Refer to the section of the general catalog on “Graduation Requirements.”
Upper Division Writing Requirement
Passing the University Writing Examination or completing one of the approved writing courses with a grade of C (2.0) or better.
Major
A minimum of 24 upper division units in mathematics to include Transition to Higher Mathematics (Math 302), Abstract Algebra (Math 521A), Advanced Calculus (Math 534A), Probability and Statistics (Stat 357), and a capstone course (Math 414); an upper division course in geometry; and six units of electives in mathematics approved by the credential adviser are also required. Student must complete an outline for major and file a copy signed by the adviser with the Office of the Registrar.
Information on the BA Math Single Subject Teaching Credential degree contact :
Dr. Janet Bowers, GMCS 570, 619-594-6361
jbowers@math.sdsu.edu