The WGU Bachelor of Arts in Mathematics program is a competency-based program that prepares students to be licensed as mathematics teachers in grades 5-9. All work in this degree program is online with the exception of the Demonstration Teaching and in-classroom field experience components. This program consists of work in General Education, Teacher Education Foundations and Diversity, Mathematics Content, and Instructional Planning and Presentation.

### General Education

**Foundations of College Mathematics** (For the 5-9 program)

Foundations of College Mathematics addresses the sequence of learning activities necessary to build competence in
foundational concepts of College Mathematics, which include whole numbers, fractions, decimals, ratios, proportions and
percents, geometry, statistics, the real number system, equations, inequalities, applications, and graphs of linear equations.

**Finite Mathematics** (For the 5-9 program)

Finite Mathematics covers the knowledge and skills necessary to apply discrete mathematics and properties of number
systems to model and solve real-life problems. Topics include sets and operations; prime and composite numbers; GCD
and LCM; order of operations; ordering numbers; mathematical systems including modular arithmetic, arithmetic and
geometric sequences, ratio and proportion, subsets of real numbers, logic and truth tables, graphs, trees and networks,
and permutation and combination.

**College Algebra**

This course provides further application and analysis of algebraic concepts and functions through mathematical modeling
of real-world situations. Topics include: real numbers, algebraic expressions, equations and inequalities, graphs and
functions, polynomial and rational functions, exponential and logarithmic functions, and systems of linear equations.

**English Composition I**

This course introduces learners to the types of writing and thinking that is valued in college and beyond. Students will
practice writing in several genres and several media, with emphasis placed on writing and revising academic arguments.
The course contains supporting media, articles, and excerpts to support a focus on one of five disciplinary threads
(covering the topics of nursing, business, information technology, teaching, and literature, art, and culture) designed to
engage students and welcome them into discussion about contemporary issues. The course supports peer review activities,
though it may be completed asynchronously as well. Instruction and exercises in grammar, mechanics, research
documentation, and style are paired with each module so that writers can practice these skills as necessary. This course
includes full access to the MindEdge Writing Pad to support student writing and coaching sessions.

**English Composition II**

English Composition II introduces learners to research writing and thinking that are valued in college and beyond. The Composition II course at WGU should be seen as a foundational course designed to help undergraduate students build fundamental skills for ongoing development in writing and research. Students will complete an academic research paper.

**Survey of World History** (For the 5-9 program)

Through a thematic approach, this course explores the history of human societies over 5,000 years. Students examine political and social structures, religious beliefs, economic systems, and patterns in trade, as well as many cultural attributes that came to distinguish different societies around the globe over time. Special attention is given to relationships between these societies and the way geographic and environmental factors influence human development.

**Critical Thinking and Logic** (For the 5-9 program)

Reasoning and problem solving helps students internalize a systematic process for exploring issues that takes them beyond
an unexamined point of view and encourages them to become more self-aware thinkers by applying principles of problem
identification and clarification, planning and information gathering, identifying assumptions and values, analysis and
interpretation of information and data, reaching well-founded conclusions, and identifying the role of critical thinking in the
disciplines and professions.

**Elements of Effective Communication**

Elements of Effective Communication introduces learners to elements of communication that are valued in college and beyond. Materials are based on five principles: being aware of your communication with yourself and others; using and interpreting verbal messages effectively; using and interpreting nonverbal messages effectively; listening and responding thoughtfully to others, and adapting messages to others appropriately.

**Survey of United States History**

This course presents a broad and thematic survey of U.S. history from European colonization to the mid-twentieth century. Students will explore how historical events and major themes in American history have affected a diverse population.

**Introduction to Humanities**

This introductory humanities course allows students to practice essential writing, communication, and critical thinking skills necessary to engage in civic and professional interactions as mature, informed adults. Whether through studying literature, visual and performing arts, or philosophy, all humanities courses stress the need to form reasoned, analytical, and articulate responses to cultural and creative works. Studying a wide variety of creative works allows students to more effectively enter the global community with a broad and enlightened perspective.

**Survey of United States Constitution and Government**

In Survey of United States Constitution and Government, you will examine the structure, institutions and principles of the American political system. The foundation of the United States government is the U.S. Constitution, and this course will introduce the concepts of (a) separation of powers, (b) checks and balances, (c) civil liberties and civil rights, and (d) federalism and republicanism. By completing this course, you will have proven competency in the structures of government, your own role in the policy-making process, and the ways in which the Constitution and government has changed over time.

**Integrated Natural Science**

Integrated Natural Sciences explores the natural world through an integrated perspective and helps students begin to see
and draw numerous connections among events in the natural world. Topics include the universe, the Earth, ecosystems and
organisms.

**Integrated Natural Science Applications**

Integrated Natural Sciences Applications explores the natural world through an integrated perspective and helps students
apply scientific concepts and methodologies to the examination of natural science fundamentals.

### Teacher Education Foundations

**Foundational Perspectives of Education**

This course provides an introduction to the historical, legal, and philosophical foundations of education. Current
educational trends, reform movements, major federal and state laws, legal and ethical responsibilities, and an overview of
standards-based curriculum are the focus of the course. The course of study presents a discussion of changes and
challenges in contemporary education. It covers the diversity found in American schools, introduces emerging educational
technology trends, and provides an overview of contemporary topics in education.

**Fundamentals of Educational Psychology**

Students will learn the major theories of typical and atypical physical, social, cognitive, and moral development of children and adolescents. Information processing, brain research, memory, and metacognition will also be covered.

**Classroom Management, Engagement, and Motivation**

Students will learn the foundations for effective classroom management as well as strategies for creating a safe, positive learning environment for all learners. Students will be introduced to systems that promote student self-awareness, self-management, self-efficacy, and self-esteem.

**Educational Assessment**

Educational Assessment assists students in making appropriate data-driven instructional decisions by exploring key
concepts relevant to the administration, scoring, and interpretation of classroom assessments. Topics include ethical
assessment practices, designing assessments, aligning assessments, and utilizing technology for assessment.

### Middle School Mathematics Content

**Probability and Statistics I**

Probability and Statistics I covers the knowledge and skills necessary to apply basic probability, descriptive statistics, and
statistical reasoning, and to use appropriate technology to model and solve real-life problems. It provides an introduction
to the science of collecting, processing, analyzing, and interpreting data. Topics include creating and interpreting
numerical summaries and visual displays of data; regression lines and correlation; evaluating sampling methods and their
effect on possible conclusions; designing observational studies, controlled experiments, and surveys; and determining
probabilities using simulations, diagrams, and probability rules. Candidates should have completed a course in College
Algebra before engaging in this course.

**Pre-calculus**

Pre-Calculus covers the knowledge and skills necessary to apply trigonometry, complex numbers, systems of equations,
vectors and matrices, sequence and series, and to use appropriate technology to model and solve real-life problems.
Topics include degrees; radians and arcs; reference angles and right triangle trigonometry; applying, graphing and
transforming trigonometric functions and their inverses; solving trigonometric equations; using and proving trigonometric
identities; geometric, rectangular, and polar approaches to complex numbers; DeMoivre's Theorem; systems of linear
equations and matrix-vector equations; systems of nonlinear equations; systems of inequalities; and arithmetic and
geometric sequences and series. Candidates should have completed a course in College Algebra before engaging in this
course.

**College Geometry**

College Geometry covers the knowledge and skills necessary to apply geometry to model and solve real-life problems, to
do formal axiomatic proofs in geometry, and to use dynamic technology to explore geometry. Topics include axiomatic
systems and analytic proof; Non-Euclidean geometries; construction, analytic and synthetic methods for investigating and
proving properties and relationships of two- and three-dimensional objects; geometric transformations, tessellations, and
using inductive reasoning; concrete models; and dynamic technology to conduct geometric investigations. Candidates
should have completed at least a course in College Algebra and preferably one in Pre-Calculus before engaging in this
course.

**Calculus I**

Calculus I is the study of rates of change in relation to the slope of a curve. It covers the knowledge and skills necessary to
use differential calculus of one variable and appropriate technology to solve basic problems. Topics include graphing
functions and finding their domains and ranges; limits, continuity, differentiability, visual, analytical, and conceptual
approaches to the definition of the derivative; the power, chain, and sum rules applied to polynomial and exponential
functions, position and velocity; and L'Hopital's Rule. Candidates should have completed a course in Pre-Calculus before
engaging in this course.

**Middle Schools Mathematics: Content Knowledge**

This course is designed to help you refine and integrate the mathematics content knowledge and skills necessary to
become a successful middle school mathematics teacher. A high level of mathematical reasoning skills and the ability to
solve problems are necessary to complete this course. Candidates should have completed College Geometry, Probability
and Statistics I, and Pre-Calculus before engaging in this course.

### High School Mathematics Content

**Pre-calculus**

Pre-Calculus covers the knowledge and skills necessary to apply trigonometry, complex numbers, systems of equations,
vectors and matrices, and sequence and series and to use appropriate technology to model and solve real-life problems.
Topics include degrees, radians and arcs, reference angles and right triangle trigonometry, graphing and transforming
trigonometric functions and their inverses, solving trigonometric equations, using and proving trigonometric identities,
geometric, rectangular, and polar approaches to complex numbers, DeMoivre's Theorem, systems of linear equations and
matrix-vector equations, systems of nonlinear equations, systems of inequalities, and arithmetic and geometric sequences
and series. Candidates should have completed a course in College Algebra before engaging in this course.

**College Geometry**

College Geometry covers the knowledge and skills necessary to apply geometry to model and solve real-life problems, to
do formal axiomatic proofs in geometry, and to use dynamic technology to explore geometry. Topics include axiomatic
systems and analytic proof; Non-Euclidean geometries; construction, analytic and synthetic methods for investigating and
proving properties and relationships of two- and three-dimensional objects; geometric transformations, tessellations, and
using inductive reasoning; concrete models; and dynamic technology to conduct geometric investigations. Candidates
should have completed at least a course in College Algebra and preferably one in Pre-Calculus before engaging in this
course.

**Probability and Statistics I**

Probability and Statistics I covers the knowledge and skills necessary to apply basic probability, descriptive statistics, and
statistical reasoning, and to use appropriate technology to model and solve real-life problems. It provides an introduction
to the science of collecting, processing, analyzing, and interpreting data. Topics include creating and interpreting
numerical summaries and visual displays of data; regression lines and correlation; evaluating sampling methods and their
effect on possible conclusions; designing observational studies, controlled experiments, and surveys; and determining
probabilities using simulations, diagrams, and probability rules. Candidates should have completed a course in College
Algebra before engaging in this course.

**Probability and Statistics II**

Probability and Statistics II covers the knowledge and skills necessary to apply random variables, sampling distributions,
estimation, and hypothesis testing, and to use appropriate technology to model and solve real-life problems. It provides
tools for the science of analyzing and interpreting data. Topics include discrete and continuous random variables, expected
values, the Central Limit Theorem, the identification of unusual samples, population parameters, point estimates,
confidence intervals, influences on accuracy and precision, hypothesis testing and statistical tests (z mean, z proportion,
one sample t, paired t, independent t, ANOVA, chi-squared, and significance of correlation). Candidates should have
completed a course including descriptive statistics and basic probability such as Probability and Statistics I before
engaging in this course.

**Calculus I**

Calculus I is the study of rates of change in relation to the slope of a curve. It covers the knowledge and skills necessary to
apply differential calculus of one variable and to use appropriate technology to model and solve real-life problems. Topics
include functions, limits, continuity, differentiability, visual, analytical, and conceptual approaches to the definition of the
derivative, the power, chain, sum, product, and quotient rules applied to polynomial, trigonometric, exponential, and
logarithmic functions, implicit differentiation, position, velocity, and acceleration, optimization, related rates, curve
sketching, and L'Hopital's Rule. Candidates should have completed a course in Pre-Calculus before engaging in this
course.

**Calculus II**

Calculus II is the study of the accumulation of change in relation to the area under a curve. It covers the knowledge and
skills necessary to apply integral calculus of one variable and to use appropriate technology to model and solve real-life
problems. Topics include antiderivatives; indefinite integrals; the substitution rule; Riemann sums; the Fundamental
Theorem of Calculus; definite integrals; acceleration, velocity, position, and initial values; integration by parts; integration
by trigonometric substitution; integration by partial fractions; numerical integration; improper integration; area between
curves; volumes and surface areas of revolution; arc length; work; center of mass; separable differential equations; direction
fields; growth and decay problems; and sequences. Candidates should have completed a course in differential calculus
such as Calculus I before engaging in this course.

**Calculus III and Analysis**

Calculus III is the study of calculus conducted in three-or-higher-dimensional space. It covers the knowledge and skills
necessary to apply calculus of multiple variables and to use appropriate technology to model and solve real-life problems.
Topics include infinite series and convergence tests (integral, comparison, ratio, root, and alternating); power series; Taylor
polynomials; vectors, lines and planes in three dimensions; dot and cross products; multivariable functions, limits, and
continuity; partial derivatives; directional derivatives; gradients; tangent planes; normal lines; and extreme values.
Candidates should have completed a course in integral calculus such as Calculus II before engaging in this course.

**Linear Algebra**

Logical reasoning and proofs underlie the main concepts of higher mathematics in subjects such as Linear Algebra and
Abstract Algebra. In the Logic portion of this course, you will consider the relationship between the truth of one statement
and the truth of other related statements. To avoid the ambiguities of natural languages such as English, logic uses formal
languages with precisely defined symbols. In this course, you will learn about both Propositional Logic and Predicate
Logic.

**Mathematics: Content Knowledge**

This course is designed to help you refine and integrate the mathematics content knowledge and skills necessary to
become a successful secondary mathematics teacher. Completion of the course requires a high level of mathematical
reasoning skills and the ability to solve problems. Candidates should have completed a bare minimum of College
Geometry, Probability and Statistics I, and Calculus I before engaging in this course.

**Abstract Algebra**

Abstract Algebra is the axiomatic and rigorous study of the underlying structure of algebra and arithmetic. It covers the
knowledge and skills necessary to understand, apply, and prove theorems about numbers, groups, rings, and fields. Topics
include the well-ordering principle, equivalence classes, the division algorithm, Euclid's algorithm, prime factorization,
greatest common divisor, least common multiple, congruence, the Chinese remainder theorem, modular arithmetic, rings,
integral domains, fields, groups, roots of unity, and homomorphisms. This course includes real-world applications of
discrete structures such as sets, relations, functions, graphs, trees, or networks. Candidates should have completed Linear
Algebra before engaging in this course.

### Teacher Education Diversity

**Cultural Studies and Diversity** (For the 5-9 program)

Cultural Studies and Diversity focuses on the development of cultural awareness. Students will analyze the role of culture in
today’s world, develop culturally-responsive practices, and understand the barriers to and the benefits of diversity.

**Fundamentals of Diversity, Inclusion, and Exceptional Learners**

Students will learn the history of inclusion and develop practical strategies for modifying instruction, in accordance with legal expectations, to meet the needs of a diverse population of learners. This population includes learners with disabilities, gifted and talented learners, culturally diverse learners, and English language learners.

### Preclinical Experiences

**Introduction to Preclinical Experiences**

Introduction to Pre-Clinical Experiences engages students seeking a bachelor’s degree and initial teacher licensure in
utilizing video observations to reflect on ways they will interact with students and manage their classrooms. Concepts
include Classroom Environment and Management, Instructional Models and Strategies, Emotional Climate and Teacher
Responsiveness, Standards and School Law, and Teaching Diverse and Exceptional Learners. The course also guides
students through the Field Experience and Demonstration Teaching application processes. There are no prerequisites for
this course.

**Preclinical Experiences in Mathematics**

Pre-Clinical Experiences in Mathematics provides students the opportunity to observe and participate in a wide range of inclassroom
teaching experiences to develop the skills and confidence necessary to be an effective teacher. Students will
reflect on and document at least 60 hours of in-classroom observations. Prior to entering the classroom for the
observations, students will be required to meet several requirements including a cleared background check, passing scores
on the state or WGU required basic skills exam, a completed resume, philosophy of teaching, and professional photo.

Over the course of your observations, you will:

- examine the interaction between instruction and learning,
- review the impact of culture on learning,
- reflect on teaching strategies and assessment practices,
- consider current classroom practices as they relate to the student experience,
- address the needs of exceptional learners, and
- analyze general and program-specific instructional methods based on student needs.

Once you have completed a majority of your coursework and your initial pre-clinical experiences, you will enter and observe a live classroom. This will be an excellent opportunity for you to see real-world examples of the principles you have learned. Theory often diverges from practice when it must be applied in a real-world, dynamic situation. In this course, you will reflect on your previous coursework, and look forward to the requirements still needed in preparation for Demonstration Teaching and graduation.

### Instructional Planning and Presentation

**Introduction to Instructional Planning and Presentation**

Students will develop a basic understanding of effective instructional principles and how to differentiate instruction in order to elicit powerful teaching in the classroom.

**Instructional Planning and Presentation in Mathematics**

Students will continue to build instructional planning skills with a focus on selecting appropriate materials for diverse learners, selecting age- and ability-appropriate strategies for the content areas, promoting critical thinking, and establishing both short- and long-term goals.

### Mathematics Education

**Mathematics Learning and Teaching**

In this course you will develop the knowledge and skills necessary for becoming a prospective and practicing educator. You will be able to use a variety of instructional strategies to effectively facilitate the learning of mathematics. The focus will be on selecting appropriate resources, using multiple strategies, and instructional planning. Methods will be based on research and problem solving. A deep understanding of the knowledge, skills, and disposition of mathematics pedagogy is necessary to become an effective secondary mathematics educator.

**Mathematics History and Technology**

In this course, you will learn about a variety of technological tools for doing mathematics, and develop a broad
understanding of the historical development of mathematics. You will come to understand that mathematics is a very
human subject that comes from the macro-level sweep of cultural and societal change, as well as the micro-level actions of
individuals with personal, professional, and philosophical motivations. Most importantly, you will learn to evaluate and
apply technological tools and historical information to create an enriching student-centered mathematical learning
environment.

### Demonstration Teaching

**Supervised Demonstration Teaching in Mathematics**

The Supervised Demonstration Teaching in Mathematics courses involve a series of classroom performance observations by the host teacher and clinical supervisor that develop comprehensive performance data about the teacher candidate’s skills.

**Teacher Work Sample in Mathematics**

The Teacher Work Sample is a culmination of the wide variety of skills learned during your time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning, instructional, and reflective skills in this professional assessment.

**Professional Portfolio**

You will create an online teaching portfolio that includes professional artifacts (e.g. resume and Philosophy of Teaching Statement) that demonstrate the skills you have acquired throughout your Demonstration Teaching experience.

**Cohort Seminar**

The Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills.