Mathematics

Bachelor of Science

Jobs in mathematics rank in the top three, according to a 2018 CareerCast Best Jobs survey. Mathematicians excel in a variety of professional fields: industry, science, government, finance and education. These jobs are financially lucrative, offering a mid-level income of $82,000. They offer fast track opportunities for advancement and, interestingly, they often break the mold from common perceptions about mathematics careers.

Computer programmer…systems analyst…cryptographer…risk manager…investment banker…insurance underwriter…marketing researcher…fraud investigator…math teacher—the career possibilities for a degree in mathematics are vast. As a KU Mathematics major, you can enjoy all the opportunities and resources of a large university, but with the personal feel, individualized attention, and small class sizes associated with a small program. Our faculty proactively seek undergraduates to collaborate on various research projects in many areas of mathematics. This means you’ll have plenty of opportunity for real life learning outside the classroom involving presenting and publishing research.

KU Department of Mathematics faculty maintain established connections with alumni and other individuals in industry and graduate school programs. As a result, you’ll benefit from KU’s extensive alumni network’s connections extending into the highest levels throughout companies and organizations regionally and well beyond. For KU students this regularly translates into being accepted to graduate school and landing well-paying positions in various fields.

Bachelor of Science in Secondary Education/Mathematics

In collaboration with the College of Education, Kutztown University offers a B.S. in Secondary Education with a concentration in Mathematics for those students who wish to teach. Graduates of KU's Secondary Education program are certified to teach in grades 7-12 in a selected area of specialization. German and Spanish language certification is for grades K-12.

 

For more information about majoring or minoring in mathematics, including course requirements and checksheets, please click here to visit our programs page!

Quotation Mark

The faculty here at Kutztown is incredible. The math professors, they don’t leave you in the dark about anything.

Madison Carlucci '18

Sample Career Options

  • Cryptographer
  • Mathematician
  • Economist
  • Actuary
  • Financial planner
  • Investment analyst
  • Statistician
  • Operations research analyst
  • Systems engineer
  • Inventory control specialist
  • Budget analyst
  • Accountant
  • Insurance underwriter
  • Programmer analyst
  • Purchasing agent
  • Market researcher
  • Cost estimator
  • Fraud investigator
  • Energy analyst
  • High school math teacher
  • Data analyst
  • Software tester

Student Learning Outcomes

  • BS in Mathematics
    1. Students will demonstrate proficiency in mathematical computations.
    2. Students will formulate and justify mathematical statements.
    3. Students will apply mathematics to solve problems.
    4. Students will demonstrate effective communication skills while conveying mathematics.
    5. Students will demonstrate proficiency in the use of technology in mathematics.
  • Teacher Certification Programs

    All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).

    1. Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
    2. Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
    3. Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
    4. Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
    5. Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
    6. Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
    7. Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
    8. Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
    9. Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
    10. Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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