Bachelor of Arts in Mathematics - Mathematics Education
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蒙大拿大学
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QS排名:
国际学生入学条件
First-year students: To be eligible for admission, freshman students must have met/be on track to meet all upper/senior secondary school requirements with the equivalent of a 2.5 GPA to be automatically considered for admission to undergraduate programs. Secondary school students/graduates: Please submit academic transcripts/mark sheets for grades 9-12 and secondary school leaving certificates, exam results or diplomas showing secondary school completion (if applicable).
Students who have completed at least one semester (12 U.S. credits) of university or post-secondary study: university transcript/mark sheets/exam results listing all courses, grades and credits/hours and diplomas/graduation certificates (if applicable). Students who qualify for transfer do not need to submit secondary school documents.IELTS-6, TOEFL IBT- 70, TOEFL PBT-525, PTE- 48
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IDP—雅思考试联合主办方
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雅思考试总分
6.0
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- 雅思总分:6
- 托福网考总分:70
- 托福笔试总分:525
- 其他语言考试:PTE Academics - 48
课程简介
Often students who are good in mathematics accept the challenge of developing mathematical power in others. The University of Montana mathematics program offers a concentration in mathematics education to train teachers of mathematics. Graduates with this concentration are certified to teach mathematics in grades 5 through 12 in Montana.<br><br>This concentration contains a broad range of mathematics courses, including number theory, geometry, statistics, mathematical structures and the history of mathematics. Students explore the use of technology as a learning and teaching tool in the mathematics classroom. The concentration also includes the education, psychology, teaching methods and field experiences necessary for teacher certification.<br><br>The mathematics and general components of the mathematics education concentration reflect the developing changes in the secondary school mathematics curriculum. Prospective teachers are required to know enough about mathematics and enough about teaching to adapt to the increasing complexity of the interactions of learners with mathematics.
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