Since the University's establishment as a normal school in 1875 until 1960, it was a single-purpose institution preparing teachers for employment in the public schools. Thus, the University has a rich and long history in the preparation of secondary school mathematics teachers. With the development of a Liberal Arts program in 1960, the University was renamed Indiana State College. In 1965 it became Indiana University of Pennsylvania (IUP), offering graduate degree programs at both the masters and doctoral levels. A student who successfully completes the mathematics education program at IUP is awarded the degree of Bachelor of Science in Mathematics Education and can be certified to teach mathematics in the middle, junior, or senior high school.

The Secondary Mathematics Education program at IUP is offered in the Mathematics Department. The faculty of the Mathematics Department firmly believe that a curriculum for preparing secondary school mathematics teachers should provide a wide variety of courses in mathematics so that the student will have a solid foundation in the fundamental concepts, structure, methods, and applications of mathematics in the areas of analysis, algebra, geometry, probability, statistics, number theory, discrete mathematics, and the history of mathematics. Mathematics courses also emphasize the understanding of the relationship of mathematics to the development of the natural and social sciences and to our culture. A strong program is available so that the graduate can pursue further studies in mathematics or mathematics education.

In addition to providing the student with knowledge of the subject matter, the program also provides opportunities to develop pedagogical skills in mathematics education and to learn about curriculum content, materials, and theories of teaching and learning mathematics in the classroom. The program places emphasis upon the understanding and application of knowledge and theory, active participation in learning experiences, the application of technology, problem solving, creativity, critical thinking and the development of a philosophy of education.

The program holds a somewhat unique position among teacher preparation programs in that the courses that pertain specifically to mathematics education are the responsibility of the Mathematics Department. The methods course ( EDUC 456 ), the technology course ( MATH 460 ) and the teaching seminars (MATH 452 , 453 , 454 , 455 ) have all been developed and are taught by members of the Mathematics Department. Pre-student teachers ( EDUC 242 , EDUC 342 ) and student teachers (EDUC 441) are supervised by Mathematics Department faculty. Within the department structure, the Secondary Mathematics Education Committee (SMEC) is assigned the responsibility of the operation and continued evaluation of the program so that it will reflect the current thinking in the preparation of secondary school mathematics teachers. All of the members of SMEC are faculty members with degrees in mathematics or mathematics education.

Goals and Objectives of the Secondary Mathematics Education Program

The primary goal of the secondary mathematics teacher preparation program at Indiana University of Pennsylvania is to prepare students as highly qualified mathematics teachers who are knowledgeable about the content area, competent in teaching the content area, skillful in focusing on the learner, able to collaborate well with others, and committed to continuing their professional growth.

The faculty of the Mathematics Department at IUP believes that the curriculum in mathematics education should help the students to achieve the following general objectives:

By the end of the program, students will:

- possess a solid foundation of the mathematics taught in secondary school and beyond.

- possess an understanding of the deeper connections between the various secondary school subjects and mathematics.

- view mathematics as a thinking process.

- possess an understanding of what makes a mathematical task worthwhile

- apply their knowledge of both the teacher's role and the students' role in discourse.

- possess an understanding of factors which affect students' attitudes and beliefs.

- apply a variety of assessment techniques to evaluate students' learning and teacher effectiveness.

- be committed to understanding cultural, gender, ethnic, and other diversities.

- possess knowledge of curricular design appropriate to the teaching of mathematics.

- utilize technology in a variety of mathematical and teaching situations.

- be committed to the need for continuing professional growth.