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Mathematics Blended Program



The Mathematics Blended program is designed for students who are interested in becoming mathematics teachers at the secondary level and also receiving a California Teaching Credential. The program begins after completion of Math. 108 (An Introduction to Formal Mathematics), a prerequisite for Blended Program admission, and may be completed in five semesters. A degree in mathematics with a California teaching credential is awarded upon successful completion of the program.

After completion of prerequisite coursework in Math 30 (Calculus I), Math 31 (Calculus II), Math 35 (Introduction to Linear Algebra), and Math 108, (An Introduction to Formal Mathematics), students take Math 102 (Number Theory, 3 units), Math 110A and 110B (Modern Algebra, 3 units each), Math 121 (College Geometry, 3 units), Math 130A and 130B (Functions of a Real Variable, 3 units each), Math 190 (History of Mathematics, 3), Math 193 (Capstone Course , 3 units), Math 198 (Seminar for Mathematics Tutors, 2 units), Math 316 (Psychology of Mathematics Instruction, 2 units), Math 371A and Math 371B (Schools and Community, 2 units each), EDTE 372 (Anthropology of Education, 3 units), EDTE 373A (Assessment Center Laboratory I, 1 unit), EDTE 373B (Assessment Center Laboratory II, 2 units), EDTE 384 (Instruction and Assessment of Academic Literacy, 3 units), EDTE 386 (Secondary School Mathematics, 3 units), EDTE 470A (Student Teaching I: Secondary Schools, 6 units), and EDTE 470B (Student Teaching II: Secondary Schools, 12 units).

There are three courses at CSUS that are considered pre/co-requisites for any teaching credential program including the Math Blended Program. These courses can be taken before formal admission to the Blended Program. The courses are: HLSC 136 School Health Education (2 units); EDBM 170 Introduction to Bilingual Education (3); EDS 100A Education of Exceptional Children/Youth (2).

It is also advisable for students to complete other lower division coursework for the mathematics major, that is, Math 32 (Calculus III), Math 45 (Differential Equations), Stat 1 (Elementary Statistics), and CSC 10, 15, 22 or 25, as well as required General Education coursework before applying to the Mathematics Blended Program. Please refer to the CSUS catalog for more information.

Application Process for the Mathematics Blended Program

Follow this link or the Application Process link at the top to reach information concerning the application process for the Mathematics Blended Program.

Strengths of the Mathematics Blended Program

A concurrent curriculum, which includes subject matter in mathematics, education courses, student teaching and seminars, and opportunities for field experiences during the first two years of the program. The field experiences are made available through tutoring, math labs, classroom observation and participation at local schools.

A connected curriculum with faculty from the School of Education, the Department of Mathematics and Statistics and K-12 personnel, who, working together, coordinate the program so that real connections are made between the mathematics courses and the education courses.

The blended curriculum for the program in mathematics maintains all of the quality, depth, scope, and rigor of the regular single subject program in mathematics. Similarly, the blended curriculum for the program in mathematics maintains all of the quality, depth, scope and rigor of the regular single subject credential program.

The blended program was developed as a joint effort of faculty from the Department of Mathematics and Statistics, and faculty from the School of Education. The Steering Committee consists of faculty from the School of Education and the Department of Mathematics and Statistics, who, working together, coordinate the program.

The developmental nature of learning to teach is an essential part of the blended program in mathematics. This developmental approach is reinforced by each course in the program, and by connections made among courses. This developmental quality is enriched further by the well-structured early field experiences, which are made possible by close collaboration with partnership schools. In addition, collaboration between mathematics and education faculty members supports the developmental nature of the blended program.

In addition to the current advising components of the university and Mathematics and Statistics Department, there are advisors for the program who, working together, advise students on the blended program, determine which students may enter the blended program, and regularly meet to evaluate the progress of the students in the program. Early advisement of candidates is encouraged and those students, who have a preliminary interest, are directed to appropriate advisors in the university to prepare for program admission.

There are many opportunities for early career exploration for prospective math teachers. The Department of Mathematics at CSUS is a California Math Project site, and is developing partnership schools, and more generally, support connections with schools throughout the general area. In addition, mathematics faculty are involved with K-12 teachers throughout the area through summer programs, ongoing courses, and tutoring. The partnership schools and the general connections between teachers in the area and the mathematics faculty provide many opportunities for students to gain early field experience, including tutoring, observation, and guided participation.

Decision making for the program is the shared responsibility of faculty from the Department of Mathematics and Statistics, faculty from the School of Education and K-12 personnel. The coordinator of the program is from the Department of Mathematics and Statistics.


California State University, Sacramento • updated: September 5, 2008