Mathematics Education

Mathematics Education

Degree Awarded

Bachelor of Science (B.S.)


Major Requirements

The Mathematics major with Teacher Licensure consists of 76 s.h. distributed as follows:

Computer Science Courses

Select one course (3 s.h.) from the following:

  • CSC 2010 Introduction to Computer Science (3 s.h.)
  • CSC 2020 Introduction to Programming (3 s.h.)

Major Courses

  • MAT 2200 Applied Statistics (3 s.h.)
  • MAT 2310 Calculus I (3 s.h.)
  • MAT 2320 Calculus II (3 s.h.)
  • MAT 2500 Discrete Mathematics I (3 s.h.)
  • MAT 2600 Transition to Abstract Mathematics (3 s.h.)
  • MAT 3050 The History of Mathematics (3 s.h.)
  • MAT 3090 Calculus III (3 s.h.)
  • MAT 3100 Calculus IV (3 s.h.)
  • MAT 3120 Linear Algebra (3 s.h.)
  • MAT 3150 Modern College Geometry (3 s.h.)
  • MAT 3160 Modern Algebra (3 s.h.)
  • MAT 3200 Probability and Statistics (3 s.h.)

Professional Licensure Requirements

  • EDU 2400 Instructional Technology (3 s.h.)
  • EDU 2420 Field Experience II (1 s.h.)
  • EDU 2510 Foundations of Education (4 s.h.)
  • EDU 3300 Educational Psychology (3 s.h.)
  • EDU 3420 Field Experience III (2 s.h.)
  • EDU/MAT 3845 Topics in Mathematics Education (3 s.h.)
  • EDU 4070 Professional Orientation (2 s.h.)
  • EDU/MAT 4145 Methods for Secondary Mathematics (3 s.h.)
  • EDU 4190 Seminar In Positive Behavior Development (3 s.h.)
  • EDU 4210 Student Teaching 10 s.h.
  • SPE 2550 Educating Diverse Populations (3 s.h.)

Additional Requirements to Apply for the Teacher Education Program

  1. Cumulative overall grade point average of at least 2.5
  2. Must have successfully completed a minimum of 60 s.h. to include: ENG 1010, ENG 1020, HIS 1040, MAT 1050
    (or higher), ACL 1510 ,3 s.h. of Science, and 3 s.h. of Fine Arts
  3. Passing scores on any test required by the TEP and/or by the North Carolina State Board of Education
  4. A grade of C (2.0) or better in each course of the student’s major
  5. A grade of C (2.0) or better in the professional sequence: EDU 2420, EDU 2000, EDU 2510, and SPE 2550
  6. Three recommendations from faculty
  7. Review and approval of the student’s application by the Teacher Education Committee
  8. A post-admission interview of the Teacher Education Candidate, by the Director of Student Teaching and Field
    Experience, the Specialty Area Coordinator, and the Subject Area Faculty Specialist

NOTE: A student must apply and be admitted into the Teacher Education Program to enroll in 3000 and 4000 level
courses within the Professional Licensure area (EDU 3300, 3420, 4070, 4100, 4110, 4120, 4130, 4140, 4160, 4170, 4180,
4200, 4210, 4470; and SWK 4750).


NC State Board of Education Complaint Process

The North Carolina State Board of Education (SBE) has jurisdiction to investigate allegations of noncompliance regarding specific laws and rules. Complaints may address Educator Preparation Program requirements set forth in Article 15(D) of Chapter 115C. The SBE does not have jurisdiction over complaints related to contractual arrangements with an EPP, commercial issues, obtaining a higher grade or credit for training, or seeking reinstatement to an EPP. All complaints filed with the SBE must be in writing. A person or entity may file a written complaint with SBE by filling out a complaint form and submitting online and/or mailing or faxing a hard copy to the address on the form.


Contact the Program Coordinator

Dr. Kathleen Fick

Kathleen Fick, Ph.D.

Chair, Mathematics; Professor of Mathematics
(910) 630-7229
Allison 105B
Dr. Kathleen Fick
Kathleen Fick, Ph.D.

Chair, Mathematics; Professor of Mathematics

B.S., Buena Vista University; M.S., Ph.D., Auburn University

Undergraduate Teaching Areas:

First Year Seminar, Intro to College Math, Finite Mathematics, College Algebra, Integrated Pre-calculus, Pre-calculus I, Pre-calculus II, Calculus I, Calculus II, Differential Equations, History of Mathematics, Modern College Geometry, Mathematics for Teachers I, and Mathematics for Teachers II

Research Interests:

Current research focus is in K-16 mathematics education. More specifically, research focus areas include future educators’ mathematical understanding and preparation; teachers’ mathematical content knowledge, understanding, and training; the development of children’s algebraic and geometric understanding, procedural versus conceptual error analysis, the use and understanding of manipulatives; STEM/Mathematical critical thinking; Calculus sequence preparation; and mathematical literacy.

In the area of pure mathematics, prior research focused on boundary value problems for ordinary differential equations and dynamic equations on time scales.

(910) 630-7229
Allison 105B