Program Type: Certificate, Associates, Bachelors or Masters
Bachelors
Estimated Time to Complete
Four Years
Format: On Campus, Off Campus or Hybrid
On Campus, Off Campus and Hybrid
Program Description
A Bachelor of Science in Education - Secondary Mathematics is designed to produce graduates who are qualified to pursue careers as math teachers in grades 5-12 in the Turtle Mountain area or across North Dakota. Candidates who complete the program will have passed all three Praxis examinations to become a state licensed math teacher. In addition, candidates will have successfully completed the required student teaching experience. The program will produce teachers who are fully equipped to engage students using the pedagogical knowledge of the Turtle Mountain Ojibwe mathematics systems balanced with the Western U.S. perspective to advance the opportunities available to tribal community members.
Candidates entering the 4-year program should declare for a B.S. in Education degree in their freshman year. Candidates will take two math courses nearly each semester beginning their freshman year and two education courses nearly each semester beginning their sophomore year. A cohort structure begins their junior year with each cohort capped at 15 students. Cohorts start every two years. The program is designed to ensure candidates take the required courses in 8 semesters
Mission:
Before colonization and assimilation, the Ojibwe had a mathematics system, but today various communities now have limited knowledge about Ojibwe math “diba’akiiwin.” The mission of the Secondary Mathematics Education Bachelor of Science degree program, at Turtle Mountain Community College, is to prepare future middle school and high school math teachers with content and pedagogical knowledge from a balanced perspective of Western and Turtle Mountain Ojibwe ways of knowing – two-eyed seeing. “We have come to understand that Western mathematics and Indigenous mathematizing can be viewed as having complementary strengths. Recognizing the strengths of each will maximize mathematical learning for all students” (Sterenberg & O’Conner, 2018, p.185, cited in Meyer & Aikenhead, 2021, p.129-130). This is essential for economic and political self-determination and self-sufficiency.
Application Deadlines
Review the TMCC Academic Calendar for registration deadlines for each semester.
Career Outlook
Students who successfully complete the program will be proficient in six Student Learning Outcomes. Each of the six Student Learning Outcomes (SLO) has a one-sentence description, an assessment plan, and the list of the core courses designed/assigned for students to reach proficiency in that SLO.
Western Math SLO:
Turtle Mountain Ojibwe Math SLO:
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Students will articulate Turtle Mountain Ojibwe mathematical ways of knowing within the larger context of Indigenous mathematics.
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Assessment – Community presentations, Community engagement project
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Core Courses – MATH 172, MATH 272, MATH 364, MATH 366, MATH 372
Two-Eyed Balanced Math SLO:
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Students will articulate the connections between Turtle Mountain Ojibwe Math and the North Dakota Secondary Math Content Standards.
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Assessment – EDUC 472 Unit Plan
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Core Courses – MATH 341, MATH 342, MATH 364, MATH 366
Western Education SLO:
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Teacher candidates will demonstrate proficiency in the North Dakota required pedagogical standards.
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Assessment – Praxis II results, ESPB Assessments 6-7, InTASC Assessments 1-10
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Core Courses – EDUC 200, EDUC 299, EDUC 300, EDUC 329, EDUC 353, EDUC 472
Turtle Mountain Ojibwe Education SLO:
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Teacher candidates will implement Anishinaabe ways of teaching, learning, and knowing (e.g. decolonizing, community, and place-based education).
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Assessment – Community presentations, Community engagement project
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Core Courses – EDUC 320, MATH 172, MATH 272, MATH 364, MATH 372
Two-Eyed Balanced Education SLO:
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Teacher candidates will implement pedagogical practices at the overlap between Western education and Anishinaabe ways of teaching, learning, and being (e.g. collaborative, student-centered, equitable, and caring pedagogical practices).
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Assessment – EDUC 472 Unit Plan
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Core Courses – EDUC 235, EDUC 236, EDUC 329L, EDUC 350, EDUC 353L, EDUC 360, EDUC 414, EDUC 415
Credit Hours
Credit Requirement Breakdown
Total Credits for the 4-year Program: 122
Total Credits for the General/Core: 39
Total Credits for the EDUC portion: 38
Total Credits for the MATH portion: 45
Requirements
Program Degree Graduation Requirements:
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Cumulative GPA of at least 2.5
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Teaching Specialty (Math Prefix Courses) GPA of at least 2.5
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Pass All Courses
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Pass Praxis I, Praxis II PLT, and Praxis II Subject Assessment Exam
Admission Requirements to TED – Math Education Cohort:
Plan of Study Grid
Year Three (Fall)
Year Three (Spring)
| HIST | Native American History Elective | 3 |
| EDUC 320 | Native Issues in Education | 3 |
| EDUC 350 | Practicum One | 1 |
| MATH 342 | Math Concepts for Teacher II | 3 |
| MATH 366 | Mathematical Programming and Modeling | 3 |
| MATH 480 | Survey of Upper-Level Math | 3 |
| Total Credit Hours: | 16 |
Year Four (Fall)
Year Four (Spring)
| EDUC 414 | Student Teaching | 12 |
| EDUC 415 | Student Teaching Seminar | 1 |
| Total Credit Hours: | 13 |