Proposal for New and Revised Graduate Mathematics Education Programs

Transcription

1 Lincoln University, Department of Mathematics and Computer Science 1 Proposal for New and Revised Graduate Mathematics Education Programs The dismal state of the Philadelphia area public school district is well known. In many schools over half of students score below basic levels on math tests, and it is not a coincidence that there are also reports that 60-80% of middle and high school math classes are taught by teachers who are not certified in mathematics. This is not just a concern for humanitarian reasons- Lincoln's population is in large part the product of this same school system. For these reasons, Lincoln applied for and received a MASTAP grant from NASA with goals which include increasing the number of certified math teachers and improving the math literacy of existing K-12 teachers by training them to incorporate the use of standards driven up-to-date educational materials, research, and techniques in math education courses and programs. However, the current M.Ed. with Concentration in Math program, as approved by faculty and the Board in 1999, does not include certification and does not satisfy the state mandated requirements for a certification program. In particular, the current program does not include any courses on teaching math, or on teaching at the secondary level, nor does it require field experience, student teaching, or passing the Praxis exam. All of these are required for certification and all are standard in math education programs elsewhere. Not only are these components required to satisfy the goals of the MASTAP grant, but also the need for these has been the primary motivation of every student who has contacted the Urban Center about the M.Ed. Math graduate program since it began. This proposal then is designed to satisfy the needs of current and prospective students, the MASTAP grant, and the Philadelphia school system. It is based on national and state standards and is modeled on the requirements of well-established graduate math education and certification programs elsewhere. The proposal includes four parts: 1) The Certification Program in Secondary Mathematics p. 3-6 This addition to current Urban Center certification programs is based on the requirements of the B.S. in Math Education, as required by the State for certification programs. 2) The M.Ed. with a Concentration in Secondary Mathematics Program p.7-8 This is a revision of the current M.Ed. with Concentration in Math to include certification and methods courses in secondary mathematics. 3) The M.Ed. with Concentration in Elementary Mathematics p.9-10 This is a variation on the current Elementary Education program, with an emphasis on math as opposed to reading. 4) Three new courses in Mathematics Education p MTE 601,602, and 603 Methods of Teaching Mathematics at the Elementary, Middle School, and High School. These courses are required by the above programs and the syllabi are based on national and state standards for the teaching of mathematics. Note: The Math Department is currently in the process of filling two open full-time positions. All courses in the above programs will be taught by existing faculty, except possibly for the new methods courses which will be offered annually at most, and which may be taught by adjuncts.

2 Lincoln University, Department of Mathematics and Computer Science 2 MED with Concentration in Math (Current Program) Admission Standards: 1. General for M.Ed.: Bachelor's degree from an accredited college or university with a grade point average of 2.7 on a scale of 4.0. An applicant with less than a 2.7 GPA may be considered for provisional status when there is strong evidence of ability to complete the program with a 3.0 GPA or better. The GRE or Miller's Analogies Tests may be requested. 2. Math Concentration: An undergraduate degree in mathematics or a minimum of 18 credit hours (undergraduate or graduate) with a grade of C or better in the discipline. 3. Two letters of recommendation including one from a supervisor or professor. 4. An essay describing the applicant's academic background, goals and career plans. Graduation Requirements: 1. Graduate Education courses: EDU 600,601,602,604, and MSA 732 (15 credits) 2. Graduate Math courses: MAT 621*, 623, 625, 629, 631, 641 (15-18 cr.) 3. Thesis Option: MSA OR MSA 755 and a comprehensive exam (6 cr.) 4. Completion of the program (36-39 credits) with a cumulative 3.0 GPA. * MAT 621 was listed as required on the original proposal but is not currently listed in the Bulletin. Graduate Courses listed in one or more of the programs: EDUCATION: EDU 600 Contemporary Issues in Education EDU 601 Theoretical Foundations of Reading EDU 602 Human Growth and Development EDU 604 Educational Assessment and Evaluation EDU 605 Content Reading in the Middle and Secondary School EDU 623 Methods in Science and Social Studies (Elementary) EDU 625 Methods: Elementary School Mathematics MSA Thesis Seminar I and II MSA 732 Foundations of Education MSA 755 Seminar Qualitative Methods in Applied Social Research MATHEMATICS MAT 621 Real Analysis I MAT 623 Complex Analysis I MAT 625 Abstract Algebra I MAT 629 Foundations of Mathematics MAT 631 Set Theory MAT 641 Applied Mathematics I MATH EDUCATION (Newly proposed courses, sample syllabi attached): MTE 601 Teaching Mathematics in the Elementary School MTE 602 Teaching Mathematics in the Middle School MTE 603 Teaching Mathematics in the High School

3 Lincoln University, Department of Mathematics and Computer Science 3 Secondary Certification in Math Program: (Proposed) Admission Standards: 1. Bachelor's degree from an accredited college or university with a grade point average of 2.7 on a scale of 4.0, and an undergraduate major in mathematics or a minimum of 18 credit hours of advanced* undergraduate math courses with a Math GPA of 2.7 and no grade below C**. 2. Two letters of recommendation testifying to the applicant's academic abilities and interest in teaching. 3. An essay describing the applicant's academic background, goals and career plans. *Advanced undergraduate math courses refer to courses appropriate for math majors beyond the standard introductory three-semester Calculus sequence. **An applicant with a 2.5 GPA and 6 credits of advanced mathematics with a math GPA of 2.7 may be considered for provisional status when there is strong evidence of ability to complete the program with a 3.0 GPA or better. The GRE or Miller's Analogies Tests may be requested. Students must show mastery of the required level of mathematics by completing the appropriate undergraduate math courses with a B or better or passing comprehensive exams in these subjects with a score of 80% or above. Certification Requirements: 1. Satisfactory completion of the equivalent of the undergraduate courses: EDU 201 Introduction to Education, EDU 202 Educational Psychology, EDU 302 Methods of Secondary Education, EDU 303 Reading in the Content Area, and MAT 310 Methods of Teaching Mathematics. Students may satisfy these requirements by taking equivalent courses at the graduate level. 2. Satisfactory completion of the equivalent of the undergraduate math courses: MAT 121,122,221 Calculus I - III, MAT 211 College Geometry, MAT 241 Mathematical Statistics I, MAT 301 Set Theory and Logic, MAT 311 Linear Algebra, MAT 325 Modern Algebra I, MAT 421 Analysis I, and CSC 158 Programming I. Students who have satisfactorily completed all course prerequisites can substitute the equivalent course at the graduate level. 3. Pass the Praxis I. 4. Participate in 100 hours of field experience. 5. Pass the Praxis II in Secondary Mathematics. 6. Complete EDU 401 Student Teaching and EDU 422 Research Seminar for Secondary Ed. 7. Complete the program with a cumulative GPA of 3.0 and no grade less than C-. Graduate Course Equivalents for Undergraduate Certification Requirements MSA 732 for EDU 201 EDU 602 for EDU 202 MTE 602 for EDU 302 EDU 605 for EDU 303 MTE 603 for MAT 310 MAT 629 for MAT 301 MAT for MAT 325 MAT for MAT Prerequisites must be satisfied before taking these courses

4 Lincoln University, Department of Mathematics and Computer Science 4 REQUIREMENTS FOR CERTIFICATION IN SECONDARY MATHEMATICS (Proposed) Name A. Admissions Standards 1) Bachelor s Degree from an accredited college or university with a minimum of 18 credits of advanced math courses and a 2.7 overall and math GPA. 2) Two letters of recommendation and an essay attesting to the applicant s academic abilities and interest in teaching mathematics. 3) Students with a GPA of 2.5 and 6 credits of advanced math with a 2.7 math GPA may be admitted provisionally with evidence of the ability to satisfactorily complete the program. B. Complete The Equivalent Of The Following Courses Undergrad. Course Grad Equiv. Course equiv. Grade Completed EDU-201 Intro. to Ed MSA 732 Found. Ed EDU-202 Ed Psych EDU 602 Human Growth EDU-303 Read/Content EDU 605 Content Read. EDU 401 Student Teach EDU 422 Research Sem. MAT 121 Calculus I MAT 122 Calculus II MAT 211 College Geom. MAT 221 Calculus III MAT 241 Math. Statistics I MAT 301 Set Th. & Logic MAT 629 Found. of Math EDU 302 Meth. of Teach MTE 602 Meth/Middle MAT 310 Meth. of Math MTE 603 Meth/HS MAT 311 Linear Algebra MAT 325 Modern Alg. I MAT 625 Abstract Alg. I* MAT 421 Analysis I MAT 621 Real Anal. I* CSC 158 Programming I * Prerequisite: 18 credits of advanced mathematics. C. Other Requirements for Teacher Certification By Pennsylvania: Praxis I 100 hrs. Field exp. EDU 401/422 Student Teaching Praxis II Scores/Grades Date Completed D. Completion of Program Requirements with a 3.0 GPA and No Grade Less Than C.

5 Lincoln University, Department of Mathematics and Computer Science 5 Pennsylvania Department of Education (PDE) STANDARDS for PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS (Excerpts from Annex A, Title 22, Part XVI, Chapter 354) (a) The preparing institution shall have a procedure to document that applicants for admission have met the requirements for academic preparation and academic performance prior to admission into a professional education program (1) Candidates shall maintain an overall minimum GPA average of 3.0 in each certificate area the candidates plan to teach (3) academic content area courses for the preparation of professional educators shall include all required core courses and required elective courses in the bachelor of arts or bachelor of science major academic area the candidates expect to teach (a) (3) The preparing institution shall ensure that candidates develop an understanding of the structure, skills, core concepts, facts, method inquiry and application of technology related to the academic discipline the candidates plan to teach (5) preparation program [shall] allow candidate to complete the advanced degree and initial preparation programs within 5 years from the time of initial enrollment (b)the preparation program shall integrate general and academic coursework with professional and pedagogical coursework to teach guide and assist public school students in achieving the academic standards (4) The preparing institution shall ensure that applicants complete prior college and university coursework with a minimum GPA as follows: (ii) GPA, (iii) GPA. (5) As an alternative a preparing institution may admit applicants if they have achieved a 2.8 GPA and qualifying scores on the Praxis I (7) The preparing institution may accept up to 10% of applicants for admission who do not meet overall GPA requirements or alternative admission criteria The criteria for admission of applicants shall be developed and documented by the preparing institution (9) (ii) Admission decisions are monitored by the preparing institution to ensure that admission criteria are applied The preparing institution shall have a procedure to confirm that a candidate s competency to begin the candidate s professional role in schools is assessed prior to completion of the program and recommendation for professional educator certification (7) A percentage of candidates, as determined by the Secretary and Board [of the PDE} shall obtain a satisfactory achievement level on the Pennsylvania assessments required for certification.

6 Lincoln University, Department of Mathematics and Computer Science 6 Pennsylvania Department of Education (PDE) MATHEMATICS STANDARDS Summarized from the General Standards and Specific Program Guidelines for Professional Educator Programs I Knowing the Content The professional education program provides evidence that Mathematics certification candidates complete a program of Mathematics studies the same academic area content courses and required electives of a major in a bachelors degree including: Program Requirements A. History of Mathematics as part of a cultural heritage MAT 301, 301 B. Theories, research and practices related to student learning MAT 310, EDU 302 C. Use of mathematical communication All math courses D. Concepts of calculus MAT 121, 122, 221 E. Number Theory MAT 301 F. Functions MAT 121,122,221 G. Geometry MAT 211 H. Linear Algebra MAT 311 I. Abstract Algebra MAT 325 J. Probability and Statistics MAT 241 K. Discrete Mathematics MAT 301,241 L. Mathematical Modeling MAT 121,122,221,241 M. Concepts and methodology of analysis MAT 325,421 N. Instructing students in the effective use of technology CSC 158, MAT 310 II Performances MAT 310, EDU 201, 202, 302, 303, 410,422 Field experience/student teaching The professional education program provides evidence of the candidates participation in sequential and developmental field experiences and student teaching, under the supervision of college personnel and cooperating teachers trained in mathematics candidates demonstrate their knowledge and competence through: A. Managing the instructional environment B. Long-range and short-range planning of instruction C. implementing a variety of instructional strategies D. Selecting materials to meet the needs of diverse learners E. Assessing student s conceptual understanding of content III Professionalism MAT 310, EDU 201, 302, 401, 422 Field experience/student teaching The professional education program provides evidence that each teacher certification candidate demonstrate knowledge and competencies that foster professional including: A. Professional organizations B. Integrity and ethical behavior C. collaborative relationships D. Communicate effectively with parents

7 Lincoln University, Department of Mathematics and Computer Science 7 MED with Concentration in Secondary Math (Revised) Admission Standards: 1. Bachelor's degree from an accredited college or university with a grade point average of 2.7 on a scale of 4.0, and an undergraduate major in mathematics or a minimum of 18 credit hours of advanced* undergraduate math courses with a Math GPA of 2.7 and no grade below C**. 2. Two letters of recommendation testifying to the applicant's academic abilities and interest in teaching. 3. An essay describing the applicant's academic background, goals and career plans. *Advanced undergraduate math courses refer to courses appropriate for math majors beyond the standard three semester Calculus sequence. **An applicant with a 2.5 GPA and 6 credits of advanced mathematics with a math GPA of 2.7 may be considered for provisional status when there is strong evidence of ability to complete the program with a 3.0 GPA or better. The GRE or Miller's Analogies Tests may be requested. Students must show mastery of the required level of mathematics by completing the appropriate undergraduate math courses with a B or better or passing comprehensive exams in these subjects with a score of 80% or above. Graduation Requirements: 1. Complete the certification standards listed for Secondary Mathematics. 2. Complete five graduate EDU courses (15 cr.): EDU 600, 602, 604, and MSA 725, Complete two graduate Math Education courses (6 cr.): MTE 602, Complete four graduate Math courses (12 cr.): MAT 621, 623, 625, Culminating Experience (3 cr.): Choice of 1) MSA 726 with Master's Thesis; 2) MSA 726 with Project/Grant Proposal; or 3) MAT 641 with a Comprehensive Exam. 6. Complete the program (36 credits) with a cumulative GPA of 3.0 and no grade less than C. Changes from the existing M.Ed. with Concentration in Mathematics: Specifically targeted at improving secondary math teaching as opposed to preparing students for post secondary teaching or research in pure or applied mathematics; Includes explicit reference to and inclusion of the certification program; Deletion of EDU 601 Theoretical Foundations of Reading and MAT 631 Theory of Sets from the program requirements; Addition of two new Math Education courses: MTE 602 Methods of Teaching Middle School Mathematics and 603 Methods of Teaching High School Mathematics Replaces MSA 755 Qualitative Methods with MSA Seminar I and MAT 641 Applied Mathematics I in the comprehensive exam option; Includes a project or grant as an alternative to the thesis, allowing for a greater choice of options for completion of the program.

8 Lincoln University, Department of Mathematics and Computer Science 8 REQUIREMENTS FOR M.Ed. IN SECONDARY MATHEMATICS (Revised) Name A. Satisfy Admissions Standards 1) Bachelor s Degree from an accredited college or university with a minimum of 18 credits of advanced math courses and a 2.7 overall and math GPA. 2) Two letters of recommendation and an essay attesting to the applicant s academic abilities and interest in teaching mathematics. 3) Students with a GPA of 2.5 and 6 credits of advanced math with a 2.7 math GPA may be admitted provisionally with evidence of the ability to satisfactorily complete the program. B. Complete the Requirements for Certification in Secondary Mathematics C. Complete The Following Courses Course Name Semester Grade Completed EDUCATION EDU 600 Cont. Issues in Ed EDU 602 Human Growth & Dev. EDU 604 Ed. Assess. & Eval. MSA 732 Found. Ed MSA 725 Thesis Seminar I MATH EDUCATION MTE 602 Meth/Middle MTE 603 Meth/HS MATH MAT 621 Real Analysis I* MAT 625 Abstract Alg. I* MAT 629 Found. of Math MAT 623 Complex Analysis* D. Complete One of the Following Semester Grade Completed Thesis Option MSA 726 Thesis Seminar II Masters Thesis/Presentation OR Project Option MSA 726 Thesis Seminar II Project/Grant Proposal/Presentation OR Exam Option MAT 641 Applied Mathematics* Comprehensive Exam * Prerequisite: 18 cr. of advanced mathematics E. Completion of Program Requirements with a 3.0 GPA and No Grade Less Than C. It is recommended that students take additional math graduate courses.

9 Lincoln University, Department of Mathematics and Computer Science 9 MED with Concentration in Elementary Mathematics (Proposed) Admissions requirements: 1. Bachelor's degree from an accredited college or university with a grade point average of 2.7 on a scale of 4.0, and certification or employment in Elementary or Middle School Education**. 2. Two letters of recommendation testifying to the applicant's academic abilities and interest in teaching. 3. An essay describing the applicant's academic background, goals and career plans. **An applicant with a 2.5 GPA may be considered for provisional status when there is strong evidence of ability to complete the program with a 3.0 GPA or better. The GRE or Miller's Analogies Tests may be requested. Graduation Requirements: 1. Complete the certification standards listed for Elementary Education. 2. Complete seven graduate EDU courses (24 cr.): EDU 600, 602, 604, 605, 623, 625 and MSA 725, Complete the three graduate Math/Math Education courses (9 cr.): MAT 629 and MTE 601, Culminating Experience (3 cr.): Choice of 1) MSA 726 with Master's Thesis; 2) MSA 726 with Project/Grant Proposal; or 3) MAT 631* with a comprehensive exam 5. Complete the program (36 credits) with a cumulative GPA of 3.0 and no grade less than C. Note: * MAT 631 has a prerequisite of 3 credits in advanced mathematics, i.e. one math course above the Calculus III level. Differences with the Secondary Mathematics Education program: A strong background in mathematics is not required for admission; Three Elementary Education courses instead of graduate Math courses in the Core and a different math course is required for the exam option. Differences with the existing Elementary Education program: Three Math/Math Education courses instead of three Education courses on reading. literature, and creative arts (EDU 601, 607, and 621).

10 Lincoln University, Department of Mathematics and Computer Science 10 REQUIREMENTS FOR M.Ed. IN ELEMENTARY MATHEMATICS (Proposed) Name A. Admissions Standards 1) Bachelor s Degree from an accredited college or university with a 2.7 GPA and certification or employment in Elementary or Middle School Education. *. 2) Two letters of recommendation and an essay attesting to the applicant s academic abilities and interest in teaching mathematics. 3) Students with a 2.5 GPA can be admitted provisionally with evidence of the ability to satisfactorily complete the program. B. Complete the Requirements for Certification in Elementary Education C. Complete The Following Courses Course Name Semester Grade Completed EDUCATION EDU 600 Cont. Issues in Ed EDU 602 Human Growth & Dev. EDU 604 Ed. Assess. & Eval. EDU 605 Content Reading EDU 623 Methods Soc/Sci EDU 625 Methods Math MSA 732 Found. Ed MSA 725 Thesis Seminar I MATH/MATH EDUCATION MAT 629 Foundations of Math MTE 601 Meth/Elementary Math MTE 602 Meth/Middle Math D. Complete One of the Following Semester Grade Completed Thesis Option MSA 726 Thesis Seminar II Masters Thesis/Presentation OR Project Option MSA 726 Thesis Seminar II Project/Grant Proposal /Presentation OR Exam Option MAT 631 Theory of Sets* Comprehensive Exam * Prerequisite: 3 credits of advanced mathematics. E. Completion of Program Requirements with a 3.0 GPA and No Grade Less Than C.

11 Lincoln University, Department of Mathematics and Computer Science 11 NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) PRINCIPLES AND STANDARDS PRINCIPLES Equity. Excellence in mathematics education requires equity- high expectations and strong support for all students. Curriculum. A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades. Teaching. Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Learning. Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge. Assessment. Assessment should support the learning of important mathematics and furnish useful information to both teacher and students. Technology. Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances student learning. STANDARDS for Pre-K-2, Grades 3-5, Grades 6-8, Grades 9-12 in: Number and Operations Algebra Geometry Measurement Data Analysis and Probability Problem Solving Reasoning and Proof Communication Connections Representation PENNSYLVANIA DEPARTMENT OF EDUCATION (PDE) Academic Standards For Mathematics (K-12) Numbers, Number Systems and Number Relationships Computation and Estimation Mathematical Reasoning and Connections Mathematical Problem Solving and Communication Statistics and Data Analysis Probability and Predictions Algebra and Functions Geometry Trigonometry Concepts of Calculus

12 Lincoln University, Department of Mathematics and Computer Science 12 Lincoln University Department of Mathematics and Computer Science MTE 601 Teaching Mathematics in the Elementary School Professor: Office/ Office Hours: Phone/ Required Texts: National Council of Teachers of Mathematics. Principals and Standards for School Mathematics, Author: Reston, VA 2000 Heibert, J., Carpenter, T.P., & Fennema, E. Making Sense: Teaching and Learning Mathematics with Understanding Heinemann: 1997 Billstein, R., Libeskind,S. & Lott,J. A Problem Solving Approach to Mathematics for Elementary School Teachers, Sixth Edition, Addison Wesley: Reading, MA, 1997 Ma, Liping Knowing and Teaching Elementary Mathematics, Lawrence Erlbaum Associates: Mahwah, N.J Prerequisite: EDU 625 Course Description: This course is a study of strategies, techniques, materials, technology, and current research used in the teaching of mathematical concepts to elementary school students in grades K-5. Students will strengthen their understanding of the underlying concepts of elementary school mathematics and discuss how this understanding relates to instruction; review the traditional and contemporary standards involved in teaching mathematics at the elementary school level; develop an awareness of the professional resources, materials, technology and information available for teachers; prepare unit and lesson plans with appropriate assessment procedures on a variety of topics; and acquire teaching experience by taking part in field experience or teaching at the appropriate level. Pre- and post testing of knowledge of elementary school concepts will be conducted at a level consistent with the Pennsylvania Department of Education Professional Development Assistance Program (i.e. 5th grade level). Course requirements: Students will be assessed on a completed portfolio of assignments from the course. The contents may include: Assigned papers on various topics (10%) Journal of summaries and responses to reading assignments and class discussions. (10%) Midterm Essay Exam. (10%) Unit plans, lesson plans, and assessments developed on a variety of topics. (40%) Supervisor and self-evaluation of the student's field experience/teaching. (20%) Pre- and post tests. (10%)

13 Lincoln University, Department of Mathematics and Computer Science 13 Grading Scale: A % A 92-95% A % B % B 82-85% B % C % C 72-75% C % D % D 55-61% F 0-54% Tentative Schedule Week One - Introduction, Pretest Readings: NCTM Ch. 1-3 & Gr.K-5, Hiebert Foreword Assignment: Summary & Reflection on NCTM Standards for grades K-5. Week Two - Standards, Math Reform and the Back to Basics Movement Readings: Ma Ch. 1-2, Hiebert Ch. 1-2, Billstein Ch. 1-2 Assignment: Journal, Arrange Field Experience Week Three - Classroom Culture Readings: Ma Ch.3-4, Hiebert Ch.3-4. Billstein Ch. 3-4 Week Four - Critical Thinking and Problem Solving Readings: Ma Ch. 5, Hiebert Ch.5, Billstein Ch. 5-6 Week Five - Cooperative Learning and Constructivism Readings: Ma Ch.6, Hiebert Ch.6, Billstein Ch. 7 Week Six - Reading, Writing, Speaking, and Listening Readings: Hiebert Ch.9, Billstein Ch. 10 Week Seven - Traditional and Alternative Assessment Readings: Billstein Ch. 8-9 Assignment: Journal, Take Home Midterm Exam Week Eight - Writing Lesson and Unit Plans Readings: Hiebert Ch. 7, 8, & 10 Week Nine - Technology, Software, and Web Resources Readings: NCTM Ch. 8, Ma Ch. 7, Hiebert Ch. 11 Assignment: Journal, Reflection & Self-Evaluation of Field Experience Week Ten - Professional Development Opportunities Assignment: Preparation of Lesson and Unit Plans Week Eleven - Student Presentations Assignment: Preparation of Lesson and Unit Plans with Assessment Week Twelve - Student Presentations Assignment: Summary & Reflection on the Course Week Thirteen - Conclusion, Posttest

14 Lincoln University, Department of Mathematics and Computer Science 14 Class Policies: 1. The official UNIVERSITY ATTENDANCE POLICY will be followed: i.e. students with more than one week of absences may have their final grades lowered. If the student is late, it is his/her responsibility to inform the professor after class so that he/she is not counted as absent. Students are responsible for all notes and assignments missed while absent. 2. LATE WORK AND MAKE-UPS: All graded assignments and exams must be completed when scheduled. Late assignments or make-up exams will only be allowed with official documentation and grades may be lowered. To qualify a make-up exam, a student must have also notified the professor beforehand and must reschedule the exam immediately upon return. 3. Students will be held to the rules and regulations of the STUDENT CONDUCT CODE as described in the Lincoln University Student Handbook. Students are also expected to adhere to the STATEMENT ON ACADEMIC INTEGRITY, which states: Students are responsible for proper conduct and integrity in all of their scholastic work. They must follow a professor s instructions when completing tests, homework, and laboratory reports, and must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is therefore expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity. An act of academic dishonesty or plagiarism may result in failure for a project or in a course. Plagiarism involves representing another person's ideas or scholarship, including material from the Internet, as your own. Cheating or acts of academic dishonesty include (but are not limited to) fabricating data, tampering with grades, copying, and offering or receiving unauthorized assistance or information. Note: The professor reserves the right to alter this syllabus as needed.

15 Lincoln University, Department of Mathematics and Computer Science 15 Lincoln University Department of Mathematics and Computer Science MTE 602 Teaching Mathematics in the Middle School Professor: Office/Office Hours: Phone/ Required Texts: National Council of Teachers of Mathematics. Principals and Standards for School Mathematics, Author: Reston, VA 2000 Heibert, J., Carpenter, T.P., & Fennema, E. Making Sense: Teaching and Learning Mathematics with Understanding Heinemann: 1997 Sowder, J., et al. Middle Grade Teachers Mathematical Knowledge and Its Relationship to Instruction, State University of New York Press: Albany, NY 1998 Tsuruda,G. Putting It Together: Middle School Mathematics in Transition, Heinemann: 1994 Prerequisite: MTE 601 or admission to M.Ed. with Concentration in Secondary Math or Secondary Certification programs. Course Description: This course is a study of strategies, techniques, materials, technology, and current research used in the teaching of mathematical concepts to middle school students in grades 6-8. Students will strengthen their understanding of the underlying concepts of middle school mathematics and discuss how this understanding relates to instruction; review the traditional and contemporary standards involved in teaching mathematics at the middle school level; develop an awareness of the professional resources, materials, technology and information available for teachers; prepare unit and lesson plans with appropriate assessment procedures on a variety of topics; and acquire teaching experience by taking part in field experience or teaching at the appropriate level. Pre- and post testing of knowledge of middle school concepts will be conducted at a level consistent with the Pennsylvania Department of Education Professional Development Assistance Program (i.e. 8th grade level). Course requirements: Students will be assessed on a completed portfolio of assignments from the course. The contents may include: Assigned papers on various topics (10%) Journal of summaries and responses to reading assignments and class discussions. (10%) Midterm Essay Exam. (10%) Unit plans, lesson plans, and assessments developed on a variety of topics. (40%) Supervisor and self-evaluation of the student's field experience/teaching. (20%) Pre- and post tests. (10%)

16 Lincoln University, Department of Mathematics and Computer Science 16 Grading Scale: A % A 92-95% A % B % B 82-85% B % C % C 72-75% C % D % D 55-61% F 0-54% Tentative Schedule Week One - Introduction, Pretest Readings: NCTM Ch. 1-3 & Gr.6-8, Hiebert Foreword, Tsuruda Ch. 1 Assignment: Summary & Reflection on NCTM Standards for grades 6-8. Week Two - Standards, Math Reform and the Back to Basics Movement Readings: Sowder Ch.1, Hiebert Ch. 1-2, Tsuruda Ch. 2 Assignment: Journal, Arrange Field Experience Week Three - Classroom Culture Readings: Sowder Ch.2-4, Hiebert Ch.3-4. Tsuruda Ch. 3 Week Four - Critical Thinking and Problem Solving Readings: Sowder Ch. 5-7, Hiebert Ch.5, Tsuruda Ch. 6 Week Five - Cooperative Learning and Constructivism Readings: Sowder Ch.8-10, Hiebert Ch.6, Tsuruda Ch. 4 Week Six - Reading, Writing, Speaking, and Listening Readings: Hiebert Ch.9, Tsuruda Ch. 5 Week Seven - Traditional and Alternative Assessment Readings: Sowder Ch Assignment: Journal, Take Home Midterm Exam Week Eight - Writing Lesson and Unit Plans Readings: Hiebert Ch. 7, 8, & 10 Week Nine - Technology, Software, and Web Resources Readings: NCTM Ch. 8, Tsuruda Ch. 7, Hiebert Ch. 11 Assignment: Journal, Reflection & Self-Evaluation of Field Experience Week Ten - Professional Development Opportunities Assignment: Preparation of Lesson and Unit Plans Week Eleven - Student Presentations Assignment: Preparation of Lesson and Unit Plans with Assessment Week Twelve - Student Presentations Assignment: Summary & Reflection on the Course Week Thirteen - Conclusion, Posttest

17 Lincoln University, Department of Mathematics and Computer Science 17 Class Policies: 1. The official UNIVERSITY ATTENDANCE POLICY will be followed: i.e. students with more than one week of absences may have their final grades lowered. If the student is late, it is his/her responsibility to inform the professor after class so that he/she is not counted as absent. Students are responsible for all notes and assignments missed while absent. 2. LATE WORK AND MAKE-UPS: All graded assignments and exams must be completed when scheduled. Late assignments or make-up exams will only be allowed with official documentation and grades may be lowered. To qualify a make-up exam, a student must have also notified the professor beforehand and must reschedule the exam immediately upon return. 3. Students will be held to the rules and regulations of the STUDENT CONDUCT CODE as described in the Lincoln University Student Handbook. Students are also expected to adhere to the STATEMENT ON ACADEMIC INTEGRITY, which states: Students are responsible for proper conduct and integrity in all of their scholastic work. They must follow a professor s instructions when completing tests, homework, and laboratory reports, and must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is therefore expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity. An act of academic dishonesty or plagiarism may result in failure for a project or in a course. Plagiarism involves representing another person's ideas or scholarship, including material from the Internet, as your own. Cheating or acts of academic dishonesty include (but are not limited to) fabricating data, tampering with grades, copying, and offering or receiving unauthorized assistance or information. Note: The professor reserves the right to alter this syllabus as needed.

18 Lincoln University, Department of Mathematics and Computer Science 18 Lincoln University Department of Mathematics and Computer Science MTE 603 Teaching Mathematics in the High School Professor: Office/Office Hours: Phone/ Required Texts: National Council of Teachers of Mathematics. Principals and Standards for School Mathematics, Author: Reston, VA 2000 Heibert, J., Carpenter, T.P., & Fennema, E. Making Sense: Teaching and Learning Mathematics with Understanding Heinemann: 1997 Sowder, A. & Stepelman, J. Teaching Secondary Mathematics: Techniques and Enrichment, Fifth Edition, Merrill: Upper Saddle River, NJ, 1999 Prerequisite: Admission to Lincoln s to M.Ed. with Concentration in Secondary Math or Secondary Certification programs. Course Description: This course is a study of strategies, techniques, materials, technology, and current research used in the teaching of mathematical concepts to high school students in grades Students will strengthen their understanding of the underlying concepts of secondary school mathematics and discuss how this understanding relates to instruction; review the traditional and contemporary standards involved in teaching mathematics at the secondary school level; develop an awareness of the professional resources, materials, technology and information available for teachers; prepare unit and lesson plans with appropriate assessment procedures on a variety of topics; and acquire teaching experience by taking part in field experience or teaching at the appropriate level. Pre- and post testing of knowledge of high school concepts will be conducted at a level consistent with the Pennsylvania Department of Education Professional Development Assistance Program (i.e. 11th grade level). Course requirements: Students will be assessed on a completed portfolio of assignments from the course. The contents may include: Assigned papers on various topics (10%) Journal of summaries and responses to reading assignments and class discussions. (10%) Midterm Essay Exam. (10%) Unit plans, lesson plans, and assessments developed on a variety of topics. (40%) Supervisor and self-evaluation of the student's field experience/teaching. (20%) Pre- and post tests. (10%)

19 Lincoln University, Department of Mathematics and Computer Science 19 Grading Scale: A % A 92-95% A % B % B 82-85% B % C % C 72-75% C % D % D 55-61% F 0-54% Tentative Schedule Week One - Introduction, Pretest Readings: NCTM Ch. 1-3 & Gr.9-12, Hiebert Foreword Assignment: Summary & Reflection on NCTM Standards for grades Week Two - Standards, Math Reform and the Back to Basics Movement Readings: Sowder Ch.1, Hiebert Ch. 1-2 Assignment: Journal, Arrange Field Experience Week Three - Classroom Culture Readings: Sowder Ch.7-8, Hiebert Ch.3-4 Week Four - Critical Thinking and Problem Solving Readings: Hiebert Ch.5-6 Week Five - Cooperative Learning and Constructivism Readings: Sowder Ch.4, Hiebert Ch.7-8 Week Six - Reading, Writing, Speaking, and Listening Readings: Sowder Ch.3 S.3-5, Hiebert Ch.9-10 Week Seven - Traditional and Alternative Assessment Readings: Sowder Ch.2-3s.1-2, Heibert Ch. 11 Assignment: Journal, Take Home Midterm Exam Week Eight - Writing Lesson and Unit Plans Readings: Sowder Ch.5 Week Nine - Technology, Software, and Web Resources Readings: NCTM Ch. 8, Sowder Ch.9 Assignment: Journal, Reflection & Self-Evaluation of Field Experience Week Ten - Professional Development Opportunities Assignment: Preparation of Lesson and Unit Plans Week Eleven - Student Presentations Assignment: Preparation of Lesson and Unit Plans with Assessment Week Twelve - Student Presentations Assignment: Summary & Reflection on the Course Week Thirteen - Conclusion, Posttest

20 Lincoln University, Department of Mathematics and Computer Science 20 Class Policies: 1. The official UNIVERSITY ATTENDANCE POLICY will be followed: i.e. students with more than one week of absences may have their final grades lowered. If the student is late, it is his/her responsibility to inform the professor after class so that he/she is not counted as absent. Students are responsible for all notes and assignments missed while absent. 2. LATE WORK AND MAKE-UPS: All graded assignments and exams must be completed when scheduled. Late assignments or make-up exams will only be allowed with official documentation and grades may be lowered. To qualify a make-up exam, a student must have also notified the professor beforehand and must reschedule the exam immediately upon return. 3. Students will be held to the rules and regulations of the STUDENT CONDUCT CODE as described in the Lincoln University Student Handbook. Students are also expected to adhere to the STATEMENT ON ACADEMIC INTEGRITY, which states: Students are responsible for proper conduct and integrity in all of their scholastic work. They must follow a professor s instructions when completing tests, homework, and laboratory reports, and must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is therefore expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity. An act of academic dishonesty or plagiarism may result in failure for a project or in a course. Plagiarism involves representing another person's ideas or scholarship, including material from the Internet, as your own. Cheating or acts of academic dishonesty include (but are not limited to) fabricating data, tampering with grades, copying, and offering or receiving unauthorized assistance or information. Note: The professor reserves the right to alter this syllabus as needed.