
Orly Buchbinder
ASSOCIATE PROFESSOR
Mathematics Education: Secondary Education Option (B.S.)
Mathematics Education: Secondary Education Option (B.S.)
What is the secondary option in mathematics education?
This program is tailored to students who want to teach mathematics at the high school level. It provides a strong foundation in mathematics with current pedagogical approaches and insightful study of student learning. Mathematics education students have the advantage of working directly within the mathematics department and coordinating with the education department to obtain New Hampshire teacher certification.
Why study mathematics education at UNH?
You’ll work alongside accomplished mathematicians, statisticians, and educators who are professionally active. You’ll gain an understanding of higher level mathematics, the mathematics taught in elementary and middle school classrooms, and the process of teaching mathematics. You’ll have the opportunity to pursue an accelerated master’s degree leading to teacher certification in just five years. You’ll enjoy many small, specialized classes and a variety of fieldbased experiences. Our professors have won prestigious honors, including a Grammy Award and a MacArthur “genius” grant. This department has produced many winners of the prestigious Department of Defense SMART Scholarship.
Potential careers
 Curriculum supervisor/developer
 Educational software developer
 Mathematics education consultant
 Mathematics educator in government/research/academia
 Mathematics teacher
 Mathematics textbook writer/editor/publisher
Curriculum & Requirements
This professional degree program prepares students for teaching mathematics at the secondary level. The program is coordinated with the education department's teacher certification programs. Students may complete the degree requirements for the secondary option with full teacher certification in either four or five years.
Students electing the fouryear option leading to secondary school certification must plan for one semester of student teaching (EDUC 694C Supervised Teaching/Mathematics) in their senior year; this requires careful planning with your program adviser to accommodate the scheduling of required MATH courses. Requirements for admission to student teaching include receiving credit for EDUC 500 and a minimum cumulative 2.8 GPA.
The fiveyear program includes a yearlong teaching internship in the fifth year. The internship requires admission into a UNH Department of Education graduate program that leads to certification. See Education, College of Liberal Arts.
Graduation Requirements
In all courses used to satisfy the requirements for its major programs, the Department of Mathematics and Statistics requires that a student earn a grade of C or better and have an overall gradepoint average of at least 2.00 in these courses.
For teacher licensure a grade of B or better is required in all Education courses.
First Year  

Fall  Credits  
MATH 425  Calculus I  4 
ENGL 401  FirstYear Writing  4 
Discovery Course  4  
Inquiry Course  4  
MATH 400  Freshman Seminar  1 
Credits  17  
Spring  
MATH 426  Calculus II  4 
MATH 445 or CS 410P or CS 410C 
Mathematics and Applications with MATLAB or Introduction to Scientific Programming/Python or Introduction to Scientific Programming/C 
4 
Discovery Course  4  
Discovery Course  4  
Credits  16  
Second Year  
Fall  
MATH 528  Multidimensional Calculus  4 
MATH 531  Mathematical Proof  4 
EDUC 500  Exploring Teaching  4 
Discovery Course  4  
Credits  16  
Spring  
MATH 527  Differential Equations with Linear Algebra  4 
MATH 545 or MATH 645 
Introduction to Linear Algebra or Linear Algebra for Applications 
4 
MATH 790  Historical Foundations of Mathematics  4 
Discovery Course  4  
Credits  16  
Third Year  
Fall  
MATH 539  Introduction to Statistical Analysis  4 
MATH 700  Introduction to Mathematics Education  4 
MATH 760  Geometry  4 
Discovery Course  4  
Credits  16  
Spring  
MATH 709  Teaching of Mathematics in Grades 612  4 
MATH 761  Abstract Algebra  4 
Discovery Course  4  
Writing Intensive Course  4  
Credits  16  
Fourth Year  
Fall  
MATH 797 or MATH 799 
Senior Seminar or Senior Thesis 
4 
EDUC 605  Educational Perspectives in Critical Times  4 
Writing Intensive Course  4  
Elective Course  3  
Credits  15  
Spring  
MATH 624  Analysis of Secondary School Mathematics  4 
EDUC 701  Human Development & Learning: Cultural Perspectives  4 
Elective Course  4  
Elective Course  4  
Credits  16  
Total Credits  128 
Code  Title  Credits 

Required MATH Courses  
MATH 425  Calculus I  4 
MATH 426  Calculus II  4 
MATH 445  Mathematics and Applications with MATLAB  4 
or CS 410P  Introduction to Scientific Programming/Python  
or CS 410C  Introduction to Scientific Programming/C  
MATH 527  Differential Equations with Linear Algebra  4 
MATH 528  Multidimensional Calculus  4 
MATH 531  Mathematical Proof  4 
MATH 539  Introduction to Statistical Analysis  4 
MATH 545  Introduction to Linear Algebra  4 
or MATH 645  Linear Algebra for Applications  
MATH 624  Analysis of Secondary School Mathematics  4 
MATH 700  Introduction to Mathematics Education  4 
MATH 709  Teaching of Mathematics in Grades 612  4 
MATH 760  Geometry  4 
MATH 761  Abstract Algebra  4 
MATH 790  Historical Foundations of Mathematics  4 
Capstone: Select one of the following  
MATH 797  Senior Seminar  4 
MATH 799  Senior Thesis  2 or 4 
Other Required Courses  
EDUC 500  Exploring Teaching  4 
EDUC 605  Educational Perspectives in Critical Times  4 
EDUC 701  Human Development & Learning: Cultural Perspectives  4 
Total Credits  7476 
Note: EDUC 751B Methods of Inclusive Secondary Education: Literacies, Learning, and Transitions is a requirement for certification and may be taken as an undergraduate.
Mathematics Concepts, Practices, and Curriculum. Wellprepared beginning teachers of mathematics:
 Demonstrate robust knowledge of mathematical and statistical concepts that underlie what they encounter in teaching of K8 or secondary mathematics.
 Engage in appropriate mathematical and statistical practices, and use technological tools to solve mathematical problems, and incorporate educational technology in their teaching.
 Analyze and interpret mathematical curricula, assessments, and standards documents.
 Analyze and interpret students’ mathematical work.
Pedagogical Knowledge and Practices for Teaching Mathematics. Wellprepared beginning teachers of mathematics:
 Demonstrate strong foundations of pedagogical knowledge, and effective and equitable mathematics teaching practices.
 Construct instructional explanations, develop tasks, lesson plans and unit plans, that advance students’ mathematical understanding.
 Recognize common patterns of student thinking related to particular mathematical topics, and articulate ways of supporting students’ mathematical thinking.
Productive dispositions. Wellprepared beginning teachers:
 Demonstrate positive and productive dispositions toward mathematics as a discipline, towards students as learners of mathematics and towards teaching mathematics in ways that support students’ sense making, understanding, and reasoning.