Learn from the best and inspire students to develop an understanding and love of mathematics. Our nationally-recognized 36-credit program (12 courses) in Mathematics Education provides future secondary teachers with a comprehensive course of study in preparation to become an outstanding teacher of students in grades 7-12.
At Mercy College, we view the teaching of mathematics as both an art and a science. The mathematical and pedagogical knowledge that we impart to our future teachers goes further than rudimentary facts and skills. We teach them to embrace the wisdom, knowledge, and conceptual understanding that this organized and systematic discipline offers.
Mercy’s dedicated professors are here to support you on your journey to “the other side of the desk.” If you want to inspire young people with your enthusiasm for mathematics, invest in yourself and become one of the many outstanding graduates of the Mathematics Education Program who have already gone on to light a spark in future generations.
Mathematics and Adolescence Education, Grades 7-12 Fast Facts
- Recognized by national accrediting bodies
- Small faculty-to-teacher candidate ratios
- Combination of theoretical and practical with fieldwork experiences in most courses
- Courses available at all campuses or on-line
- Differentiated courses for pre-service and fulltime teachers seeking the masters degree and/or certification
- Rich classroom-based clinical experience with expert mentoring and supervision
Secondary school teachers in
New York earn more than $85,000*
We offer a dual certification
path with Teaching Students
with Disabilities with additional coursework
From Diverse Perspectives, Educational
Psychology & Adolescent Development
Demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice
Employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social, and emotional development
Understand the diverse cultural, linguistic, learning, and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school services
Employ technology to deliver information, instruction, and professional services to all members of the school community
Reflect on professional practice to make educational decisions and enhance student learning
Demonstrate positive dispositions that enable them to work as effective educators, citizens, and practitioners within the school and broader community
Frequently Asked Questions
Yes, in the following programs: Childhood Education, Grades 1-6; Early Childhood Education, Birth-Grade 2; Secondary Education, 7-12.
Successful completion of coursework and other academic requirements.
The following exams are required for initial candidates: EAS, CST(s) in your certification area(s), and the edTPA during student teaching, which is the last semester. Other state requirements include fingerprinting and workshops (DASA, Child Abuse, Violence Prevention, Health and Safety). The following exams are required for advanced candidates: CST(s) in your certification area(s).
The School of Education offers a Master of Science in Education with a concentration in one of the following areas: Early Childhood Education, Birth-Grade 2; Childhood Education, Grades 1-6; Secondary Education, 7-12; Teaching Literacy, Birth-Grade 12; Teaching English to Speakers of Other Languages (TESOL); Teaching Students with Disabilities; Educational Supervision; Educational Administration
Program Details & Curriculum
General Liberal Arts and Sciences
General Education Requirements: 60 Credits
Mathematics and Secondary Education
Undergraduate Courses: 45 Credits
Secondary Education Graduate Courses
Completed for B.S. degree: 15 Credits
Master of Science in Secondary Education, Grades 7-12
Course work completed during B.S. degree: 15 Credits
Course work completed during M.S. degree: 21 Credits
Total: 141 Credits
New York State requires completion of the following undergraduate prerequisites for students seeking the Secondary Education, Grades 7-12 in Mathematics, which will fulfill part of the General Education requirement:
- Written Analysis and Expression
- Historical and Social Sciences
- Scientific Processes*
- Mathematical Processes
- Artistic Expression
- Information Retrieval
- Language other than English
A course in Adolescence Development is required. PSYN 254 is acceptable.
* Coursework in Environmental Science, Evolution, Nutrition or Plants and People is not acceptable for teacher certification requirements.
For specific major requirements please refer to the Mathematics section of this catalog listed within the School of Liberal Arts.
The Secondary Graduate Courses that must be completed for the B.S. degree are the following:
- EDUC 500 Edu Fnd Diverse Perspectives
- EDUC 502 Fndtns Educ Sdnts w/Dsblts
- EDUC 505 Tchng English as 2nd Lang
- EDUC 507 Aprchs Lit: EChldhd-Adolescenc
- EDUC 517 Educ Psych & Adlscnt Dvlpmnt
The above 15 credits are taken as an undergraduate student as part of the B.S. degree. The remaining 21 credits are taken as a graduate student after receiving the B.S. degree and after meeting the admission requirements for acceptance into the M.S. degree. Please see Graduate Catalog for course descriptions of the above courses and specific requirements for the M.S. degree.
Total credits for B.S. and M.S. degrees in Mathematics and Secondary Education, Grades 7-12, is 141 credits.
The programs of study in the School of Education are designed to provide professional preparation for candidates planning to teach and serve as educational leaders.
Mission Statement of the School of Education
The Mercy College educational unit is dedicated to preparing effective educators, including teachers and other school professionals, who are reflective practitioners, equipped with the knowledge base, technological skills, research tools, and professional strategies and insights to empower them to help diverse populations of students succeed in their learning and community environments. The values of competency, diversity, and ethical practice support the proficient development of candidates enabling them to become skilled professionals and lifelong learners. The unit is committed to creating innovative, flexible, and accessible programs of study for its candidates, and to developing partnerships and opportunities for collaboration and clinical experiences within Mercy College and with external communities.
Secondary Education Program Goals
The goals of the Secondary Education Program are predicated on the belief that teachers of students in grades 7–12 need to be grounded in a thorough understanding of one or more content fields, as well as methods of teaching that engage adolescent learners who are in their final years of K–12 education and who are preparing to enter the world of civic responsibility, higher education, and/or the job market. Thus, the program goals are:
- The candidate will understand, explain, analyze, and apply the major concepts, principles, theories, and underlying philosophies of adolescence education programs that address the cognitive and psychological development of adolescent learners.
- The candidate will be able to create learning opportunities and approaches to assessment that reflect an understanding of adolescent learners in ways that value and respond to the diversity of the student population and use family and community resources to extend the curriculum, while addressing the learning standards of the candidate’s content field of study.
Goals of the School of Education
The unit goals establish the shared vision, mission, philosophy, and guiding principles agreed to by members of the faculty and other stakeholders in the learning community. The unit’s proficiencies, strategies, and assessments are designed to ensure that candidates acquire the academic, pedagogical, professional, and interpersonal skills required of teachers and other school professionals who prepare students to succeed in a rapidly changing global environment. The six goals reflect the integrated knowledge, skills, and dispositions that together ensure that candidates develop as effective educators and reflective practitioners. These goals are as follows:
Content Knowledge: Candidates demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice.
Pedagogical and Professional Knowledge: Candidates employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social, and emotional development.
Diversity: Candidates understand the diverse cultural, linguistic, learning, and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school-services.
Technology: Candidates employ technology to deliver information, instruction, and professional services to all members of the school community.
Reflection: Candidates reflect on professional practice to make educational decisions and enhance student learning.
Dispositions: Candidates demonstrate positive dispositions that enable them to work as effective educators, citizens, and practitioners within the school and broader community.
The six unit goals are supported by the professional literature including theories, research, wisdom of practice, and education policies.
All initial certification programs are nationally recognized by the National Council for Accreditation of Teacher Education (NCATE) and the Council for Accreditation of Educator Preparation (CAEP)
Candidates who meet all prerequisites and admission requirements will be accepted and classified as matriculants.
Candidates without a sufficient undergraduate background in the liberal arts and sciences will be required to take recommended prerequisite courses in accordance with New York State certification requirements. Sufficient college-level background includes: English, mathematics, science, social studies, information retrieval, artistic expression, a language other than English, and a 30-credit concentration in a liberal arts and science academic subject. Candidates will be able to take the necessary prerequisite courses at Mercy College.
Undergraduate prerequisites for students seeking the initial certificate in Childhood, Early Childhood, Literacy, TESOL*, the Dual Certifications programs or the Tri-Certification program are:
- Mathematical Processes - 6 credits
- Scientific Processes - 6 credits
- Historical and Social Sciences - 6 credits
- Language other than English - 3 credits*
- Information Retrieval - 3 credits
- Communications/Humanities/Written Analysis and Expression - 3 credits
- Artistic Expression - 3 credits
*TESOL majors require 12 credits of the same language.
A course in Child Development or Developmental Psychology is required.
Candidates should consult with the program chair or designee regarding acceptable
academic concentrations or majors.
Undergraduate prerequisites for candidates seeking the initial certification in Secondary
Education and the Dual Certification program are:
- Communications - 3 credits
- Humanities - 3 credits
- Written Analysis and Expression - 6 credits
- Historical and Social Sciences - 3 credits
- Scientific Processes - 3 credits
- Mathematical Processes - 3 credits
- Artistic Expression - 3 credits
- Information Retrieval - 3 credits
- Language other than English - 3 credits
A 30-credit major or equivalent in a liberal arts and science academic subject taught in secondary schools:
- Social Studies (at least 21 credits must be in the history and geography of the U.S. and the world)
Candidates must present at least 18 of the 30 required prerequisite credits in the specific secondary content area or 18 of the required 30 prerequisite credits in the liberal arts and sciences area for matriculation into a program of study. Transcripts are subject to review regarding the appropriateness of courses for specific programs of study.
Since the ability to communicate effectively in English with pupils in the classroom is considered paramount, all candidates seeking teacher certification are expected to demonstrate competencies in oral and written English.
Initial certification candidates must pass the CST in their main certification area prior to their student teaching semester. Additionally, a candidate in a clinical practice course - EDUC 537, EDUC 709 and EDUC 713 - must submit an edTPA examination to Pearson as one of the course requirements. A candidate will not pass the clinical practice course without submitting proof of his or her edTPA submission in the form of a receipt from Pearson by the end of the semester's grading period.
Mercy College provides support for candidates to prepare for these tests. Workshops are provided for the EAS and some CSTs. Also, candidates or graduates who need to retake the edTPA may opt to take a workshop for more support. Interested candidates should contact the School of Education or more information.
Other certification requirements include:
- Completion of a Child Abuse Awareness seminar
- Completion of a Violence Identification and Prevention seminar
- Completion of the Dignity for All Students Workshop (DASA); and
- Fingerprint clearance