Teaching & Learning


B.S. in Adolescence Education - Mathematics (Grades 7-12)

The Bachelor of Science program in Adolescence Education: Mathematics at LIU Post prepares a new generation of math teachers to cultivate and enhance student success in mathematics. This program equips you with the skills, knowledge and foundation to motivate middle and high school students at various skill levels to learn the fundamentals of problem-solving, logic and probability. The program includes supervised practice teaching in actual classrooms at two grade levels (7 to 9 and 10 to 12), allowing you to observe licensed teachers, interact with students, and understand the adolescent mindset as it relates to mathematics.

After you complete the degree requirements and successfully pass all licensure tests (LAST, ATS-W and CSTs), you will be awarded Initial Teaching Certification by the New York State Department of Education to teach mathematics to grades 7 to 12.

The Bachelor of Science in Adolescence Education: Mathematics is a joint program between LIU Post’s College of Education, Information and Technology and the College of Liberal Arts and Sciences. The teacher-education programs in LIU Post's Department of Department of Teaching and Learning are nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP).

Teaching Methods

To prepare you for the classroom environment, your coursework will emphasize effective teaching techniques, innovative lesson planning, motivation strategies, and student assessment. Your education classes will examine ways that you can use your knowledge to teach mathematics effectively to young students and to maximize learning outcomes. You will learn how to understand the intellectual, physical and emotional development of teenagers; encourage peer cooperation and collaboration; foster self-esteem and moral development; and to empower parents. You also will explore issues of race, ethnicity and gender in mathematics education for the general adolescence population and at-risk students. You will learn how to assist a young person in overcoming his or her struggles with math and to also fully nurture and cultivate those who understand the concepts quickly. LIU Post teacher education students enjoy close personal contact with faculty who are dedicated to mentoring the next generation of highly skilled teachers.

Mathematics Concentration

As a mathematics education major, you will strengthen your knowledge of geometry, algebra, calculus, sets, probability and the fundamentals of mathematical and logical thinking. Through the program, you will acquire skills in problem solving and teaching strategies that can actively engage students in learning mathematics with texts of varying content level and difficulty. Employment prospects for mathematics education majors are bright. There is a critical shortage of math teachers throughout the country, creating a demand for graduates with a mathematics education degree. Recruiters from school districts throughout the nation seek our graduates and the LIU Post Career Services office annually sponsors an education recruitment fair for our students to meet potential employers.

Program Highlight:

LIU Post has established partnerships with 80 schools on Long Island, Manhattan, the Bronx, Brooklyn and Queens, providing education majors with a wide range of potential sites for student-teaching and field experience.

Program Curriculum

Course # Course Name Credits

EDI 14

Historical, Philosophical and Sociological Foundation of Education


PSY 98

Psychological Perspectives of Teaching and Learning


EDI 19

Culturally Responsive-Sustainable Education


MTH 73

Fundamental Concepts of Geometry



Curriculum and Assessment for Preservice Teachers


EDI 56

Literacy Acquisition for English Language Learners


EDI 17

Psychology and Development of the Adolescent


EDS 45

Teaching Students with Disabilities



Literacy Assessment and Instruction for Diverse Classroom Populations: Grades 5-12


EDI 35

General Methods of Teaching Secondary Education



Methods and Materials in Teaching Specific Subject to Grades 7-12 Mathematics


EDI 38

Supervised Student Teaching in Adolescence Education: Grades 7-12


Course # Course Name Credits
Required Core Courses 
(32-33 Credits)
POST 101 Post Foundations 1
FY First-Year Seminar 3
ENG 1** Writing 1 3
ENG 2** Writing 2 3
MTH 5 Quantitative Reasoning 3-4 
Choose one course from each of the five below course clusters and one additional course from one of the clusters.
Scientific Inquiry & the Natural World
Creativity Media & the Arts 3
Perspectives on World Culture 3
Self, Society & Ethics 3
Power, Institutions & Structures (ECO 10 Required) 3
One additional course from one of the five above clusters. (ECO 11 Required) 3
General Elective (3 Credits from Any Course)

* Some courses may count as core and others as electives.

** In addition to ENG 1 and 2, students take at least 3 more writing intensive (WAC) courses as part of their major, core, or elective courses.  ENG 303 and 304 can satisfy the ENG 1 and 2 requirement for students in the Honors College.

Credit Requirements
Total Major Requirement Credits 33
Elective Major Credits 30
Total Elective Liberal Arts & Sciences Credits 27-28
Total Core Requirement Credits 32-33
Total Degree Credits 120


EDI 14 Historical, Philosophical and Sociological Foundations of Education

The analyses of major movements, educational legislation, institutions, men, women and thoughts in education are considered in regard to current trend. Emphasis is on the implications of the analyses for modern educational principles and practices. Credits: 3

Every Fall and Spring

EDI 16A Curriculum and Assessment for Pre- service Teachers

This course provides teacher education majors with a knowledge base in the development of the K- 12 curriculum and with modes of authentic assessment (portfolio and performance) that help students evaluate their academic progress. Emphasis is placed on the conceptual foundations and development of curriculum, efforts to reform and re-conceptualize the curriculum, external influences on the process of curriculum change, and the role of the teacher in curriculum development and student assessment. Credits: 3

Every Fall and Spring

EDI 17 Psychology and Developmental of the Adolescent

This course examines various aspects of early adolescent and adolescent development, including cognition, social relationships, stress, self-esteem, and political and moral development. Considerable attention is given to race, gender, ethnicity, the early adolescent with special needs, and the at-risk student.

A pre requisite of EDI 15A or PSY 98 is required. Credits: 3

Every Spring

EDI 19 Culturally Responsive-Sustaining (CR-S) Education

In alignment with the New York State CR-S Education Framework, this course offers a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability)are recognized and regarded as assets for teaching and learning.

Through an equity and inclusion lens that elevates historically marginalized voices, students will examine a complex system of biases and structural inequities; explore the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners and communities; and developing socio-politically conscious and socio-culturally responsive approaches to all facets of education.

A pre requisite of EDI 14 is required. Credits: 3

Every Fall and Spring

EDI 35 General Methods of Teaching Secondary Education
This course considers the objectives, scope, and programs of adolescent education in terms of the classroom teacher's commitment and responsibilities. This course is taken concurrently with the section of EDU 35 relating to the student's area of content specialization as listed. Prerequisites of EDI 14, 16A, PSY 98 or EDI 15A and EDS 45 are required.

Pre or corequisite of EDI 19. Credits: 3

Every Fall

EDI 35C Methods and Materials in Teaching a Specific Subject in Grades 7-12 Mathematics
This course considers the principles and techniques of adolescent education. The middle and high school curricula are examined and their continuing development studied and appraised in relation to current needs and practices. Use of technology as it relates to teaching and learning will be examined. This course will require a writing component. Also, ten hours of fieldwork will be required. This course is typically taken concurrently with EDU 35 and is differentiated according to the student's field of specialization.

Prerequisite of EDI 14, 16A, EDS 45; PSY 98 or EDI 15A are required.  Pre or corequisite of EDI 35. Credits: 3

Every Fall and Spring

Every Fall and Spring

EDI 38 Supervised Student Teaching in Adolescence Education (Grades 7-12).

Students preparing to qualify as Adolescent school teachers are supervised during a student teaching experience in selected private and public secondary schools. Student teachers are expected to apply constructivist theories of teaching and learning in the classroom. Teaching portfolios include evidence of accomplishment as reflective practitioners across INTASC standards of teaching performance.

Professional collaboration with cooperating teachers, colleagues, and university supervisor is encouraged throughout the experience. A weekly seminar provides a forum for critical analysis of teaching that employs self-assessment and peer review with the university supervisor. A minimum of 360 hours is required, which includes teaching, observation, and participation in staff and school activities.

Credits: 6

Every Fall and Spring

EDI 56 Literacy Acquisition for English Language Learners

This course provides a theoretical and practical background into the issues related to the development of reading and writing for ENL and bilingual children. With focus on: the transfer of reading skills from a native to a second language; the social, cultural and socioeconomic dimensions of literacy; research on children's first and second language literacy acquisition in the settings of home, community and in schools; bilingualism and biliteracy; teaching literacy to ENL learners of diverse ages and linguistic, ethnic, cultural and socioeconomic backgrounds; and developing advanced literacy through academic content areas. This course will also study the teaching of poetry because poetry, with its musical nature, has been shown to be one of the best tools for teaching literacy to linguistically diverse children.

Credits: 3

Every Fall and Spring

EDS 45 Teaching Students with Disabilities in Inclusive Classrooms

This course will introduce students to each of the 13 special education classifications as defined by the Individuals with Disabilities Education Act. Each disability category will be addressed with evidence-based interventions to be implemented within inclusive placements. The referral and evaluation process will be addressed along with the development of Individualized Family Service Plans and Individualized Education Programs. Specific attention will be given to positive behavior supports and interventions and strategies for collaborating with professionals and for developing systems that foster family engagement.

Credits: 3

Every Fall and Spring

EDS 75A Literacy Assessment and Instruction for Diverse Classroom Populations Grades 5-12

This course connects reading research and best practice for practical classroom application. Specifically, students will engage in discussions and assignments concerning assessment techniques that determine effective instructional strategies to develop and strengthen the literacy needs of the adolescent learner. Significant issues concerning literacy across the curriculum will be highlighted. Text reading and assignments involve approaches, experiences, techniques and materials relevant to broadening literacy skills of the adolescent learner. Credits: 3

Every Fall


College of Education, Information, and Technology