**Single Subject Teaching Credential Mathematics**

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.