Mathematics

Undergraduate Macon Campus Residential

Program Goals

In this ever-advancing technological society, it is crucial that individuals demonstrate competence in mathematical skills and applications, as well as demonstrate positive attitudes toward mathematics. As asserted by the National Council of Teachers of Mathematics standards, students and teachers are well served when the mathematics curriculum includes not only algorithmic skills and basic math facts, but also the processes of problem solving, communication, critical thinking, and collaboration in learning.

The Secondary Mathematics Teacher Certification Program works in collaboration with the Mathematics Department in Mercer's College of Liberal Arts (CLA) to help achieve appreciation for and competence in mathematics. For teachers to foster within students the ability to solve mathematics problems and relate mathematics to real life situations, they must possess a strong background in mathematics content, in processes, in the nature and needs of adolescents, and in effective manners of engaging all students in the learning process.

Through experiential-based knowledge, students will develop the skills to blend theory with practice successfully within the context of the learning environment.

Mathematics Education Program Objectives: 6-12

Content and Process: To Know

1. To understand the foundations of education and their roles in the development of mathematics education programs.
2. To possess a strong content knowledge base in mathematics.
3. To possess the ability to make connections among various branches of mathematics and among mathematics and other content areas.
4. To understand the needs of the adolescent learner.

Application: To Do

1. To select mathematical tasks to engage students' interests and intellectual levels.
2. To utilize effective teaching pedagogy to make connections among mathematics knowledge, the nature and needs of the adolescent, and the cultural influences of the student, school, and community.
3. To integrate theory and practice in the improvement of the mathematics teaching/learning process.
4. To implement technologies that can assist mathematics teachers in the planning/teaching/learning process.
5. To orchestrate classroom discourse in manners that promote the investigation and growth of mathematical ideas.
6. To understand school law and its relation to the mathematics teaching profession.
7. To model behaviors and standards of the mathematics teaching profession.

Attitude: To Be

1. To consider a personal and professional attitude related to one's involvement with the teaching profession and the challenges faced by the mathematics educator.
2. To reflect upon appropriately designed school mathematics experiences and to implement changes based upon deliberative processes.
3. To reflect upon experience as a basis for decision-making in mathematics teaching.
4. To demonstrate awareness, sensitivity, and knowledge of cultural influences upon the teaching and learning of mathematics.

Professional Standards for Teaching Mathematics (1991)

Resources

• Program Plan (PDF)
• College of Liberal Arts B.A. Program Plan (PDF)
• College of Liberal Arts B.S. Program Plan (PDF)