Mathematics Education Program Handbook

Transcription

1 Mathematics Education Program Handbook Master of Education Leading to Massachusetts Initial Licensure Mathematics (Levels 1-6) Initial Licensure Mathematics (Levels 5-8) Initial Licensure Mathematics (Levels 8-12) Initial Licensure Nicholas Rubino, Ph.D. Mathematics Program Chair School of Education Cambridge, MA October 1, 2013

2 2 Mathematics Education Program Handbook The Mathematics Education Program Handbook is provided to describe and inform the student of the theory and practice of the Cambridge College Mathematics Education Programs leading to Levels 1-6; 5-8; or 8-12 initial licensure in the state of Massachusetts. These programs are approved by the Massachusetts Department of Elementary and Secondary Education (DESE). Students may access the electronic version of licensure program handbooks through the Cambridge College website < The Cambridge College School of Education Licensure Office maintains copies of all Program Handbooks and archives each publication of the Program Handbooks. Additionally, Program Handbooks are archived in the Research and Evaluation Office. Cambridge College reserves the right to alter the program to better prepare students to meet changing requirements for Massachusetts licensure.

3 3 TABLE OF CONTENTS Mathematics Education (Levels 1-6; 5-8; 8 12) Initial Licensure Section Page Mathematics Education Program Handbook 2 Mission Statement: School of Education 5 Mathematics Education Program 5 Overview 5 Purpose 5 Philosophy 6 Theoretical Foundations 8 National Goals and Initiatives 8 General Guidelines and Overview 8 Program Goals, Objectives and Assessment 9 Academic Content Guidelines 10 National 10 State 10 Diverse Learning Structures 11 Rationale and Objectives 13 Admission to the Program 14 Majors, Matriculation and GPA Policy 17 Completion Criteria 17 Program Description 18 Overview, Program Outcomes 19 Initial Licensure Options and Requirements 20 Program Completion Criteria 20 Suggested Program Sequence 22 Requirements 22 Course Offerings 23 Professional Seminar Unique Features 25 Roles and Purpose 25 Activities 25 Professional Standards, Skills and Competencies 26 Independent Learning Project 28 General Expectations of the ILP 28 Student ILP Outcomes 29

4 The ILP Faculty Advisor 29 4 Practicum Component 30 Pre-Practicum Requirement 30 Pre-Practicum Record Log Form 31 Practicum Requirement 33 Advisement and Retention in the Program 33 Massachusetts Professional Standards for Teachers 33 Practicum Unique Features 35 Massachusetts Mathematics Standard (b) 2c - License Specific Evaluation Questions 35 Completion and Exit from the Program 36 Appendix A: Mathematics Course Descriptions 37 Appendix B: Mathematics Program Chart 41

5 5 MISSION STATEMENT: SCHOOL of EDUCATION The School of Education provides educators with the knowledge, skills, and values to excel academically and professionally. Each program offers students a blend of theory and practice. Experienced faculty model what they teach. Consequently, educators become agents of change in their schools, as well as local and global communities. The Core Values of the School of Education are: Academic Excellence Innovation in Curriculum and Teaching Strategies Diversity Social Justice Honesty and Integrity Building Community Teaching and Learning at Cambridge College fosters diversity, meaning students from different backgrounds support each other through collaborative learning that respects their needs, values, prior learning, and life experiences. The College's innovative, adult-- centered learning model links theory to practice so that students acquire the academic credentials to become competent, caring, and qualified educators. MATHEMATICS EDUCATION PROGRAM OVERVIEW The Mathematics Education Program at Cambridge College is designed to prepare mathematics teachers to effectively teach mathematics in a way that their students can learn the concepts, the language, and the procedures of mathematics; and can develop competence and interest in learning and applying mathematics. This program builds on the College s successful model of student-centered curriculum that links theory and practice in a collaborative learning environment. It helps participants alleviate their own anxiety about mathematics through experiences that create genuine learning for them, and helps them acquire competence and confidence in mathematics at a level that they feel comfortable and enthusiastic in teaching it. The ultimate mission is to create high interest and competence in the teaching and learning of mathematics. The Program includes a dynamic assessment process that engages both students and faculty in jointly assessing student s prior learning, reviewing their progress and their demonstration of competencies. PURPOSE The purpose of the Mathematics Education Program is to develop individuals who are capable of and committed to, taking action to create a productive mathematics learning environment that works for every student and that recognizes the many forms of diversity in children. The Mathematics Education Program is designed to enable participants to attain licensure in teaching mathematics at the elementary (1-6), middle (5-8) and high (8-12) school levels in the State of Massachusetts. The Program is activity oriented and embraces the developmental psychology of teaching and learning mathematics to children in all settings. Students in the Program serve as support groups for each other and explore relevant issues in teaching mathematics to children. An experienced faculty member serves as a facilitator to the group; as academic and ILP adviser; and as student mentor.

6 6 PHILOSOPHY Much debate has focused on needed changes in the American educational system to prepare children to live and work in a global community. One of these areas is their preparation in mathematics for this challenging world. To better prepare our children for this competition and to help them realize their potential; the teachers of mathematics of our children should be prepared to teach them in an effective and productive manner. The Mathematics Education Program focuses on mathematics as a language and a means of communication. Problem solving and the development of conceptual models are emphasized. This comprehensive approach to the teaching and learning of mathematics ranges from the constructivist approach to the task of understanding and using an established body of knowledge and procedures. The Program s teaching and learning style of practice is based on the view that knowledge cannot be gained simply by absorbing content through the senses; it requires building on personal experience to think and actually to do things, and to be actively involved in the learning process. Three key questions underlie this approach: How do students learn mathematics? Why are there learning problems with mathematics? What can we do to improve mathematics learning for all students? In order to adequately address the many ways that students learn best, the Program is designed to help teachers bridge the gap between their own experience in the formal study of mathematics and the often inadequate preparation that students especially students in at-risk urban schools bring to the classroom. The Cambridge College teaching and learning model is derived from fundamental assumptions emanating from our extensive experiences in working with adults, theories of learning and growth, and the lessons learned in the process of meeting the needs of our students. These assumptions guide all aspects of the program admissions, the learning environment, faculty selection, course offerings, assessment of learning, and support services. These assumptions, accompanied by explanatory statements, are listed below: A. Adult learners bring multiple roles and agendas with them to the learning situations. 1. As an individual, with personal growth needs: psychological, emotional, and intellectual. 2. As a family member: acquiring skills and perspectives to be a better parent. 3. As a professional: acquiring skills and perspectives to be a better worker. 4. As a member of the community: acquiring skills and perspectives as a leader, as an organizer, and as a citizen. B. The individuality, diversity, and potential of a learner must be affirmed. 1. Each person can learn. 2. Each person has a unique way of learning [a preferred learning and thinking style]. 3. Each person is an expert on his or her life experiences. C. Learning originates with experience. 1. People are the sum total of their previous and current experiences. 2. Experience is contextual: the group, with its needs, its strengths, and nature of their interaction, then, is the curriculum. 3. All learning is socially constructed. It is individualized for personal need, and for competence. 4. People learn from experience: by modeling theories in their personal lives. 5. The interactive communication by student and teacher is extremely important in adult learning. D. Both content and process of acquiring learning are equally important. 1. There are always emergent qualities in learning that are contextual. 2. Learning is an organic process a flow.

7 3. The blend between structured and unstructured activities will affect the learning outcomes. 4. Being and feeling part of a learning community enhances learning. 7 E. Learning is a lifelong process. 1. Learning how to learn [metacognition] is empowering. 2. Learning changes the learner. 3. Learning is healing: learning transcends all inequities. 4. There is no learning without unlearning. F. Learning must be student-centered to be effective. 1. Each person needs an affirmation of his or her uniqueness and capabilities. 2. Each learner is a person of worth and value. 3. The ways in which we are the same are more important than the ways in which we are different. 4. Learning is a process of negotiation: the outcomes and assessment of learning should be meaningful to both the learner and the teacher. 5. Diversity lies in our capacity and our strength. G. Practice and theory is an interactive process. 1. Theories inform the practice, and practice constantly modifies theory. 2. No one theory can explain the learning and teaching process completely, and no one theory can help us in designing teaching strategies that enhance learning for all. 3. Different theories inform us about the complexity of the learning and teaching process. These assumptions and beliefs define all aspects of teaching and learning at Cambridge College. Some examples are: program planning and outcomes (what do our students bring to the learning process, and what do they need take away from this process to be successful in their lives); classroom organization (studentcentered, discussion and activity-oriented); ways of presenting the material (diverse methods and settings; lectures, group presentations, role playing, concrete activities, effective blend of theory and practice, and discussion of current and relevant information); and methods of inquiry (Socratic, clinical, hypothetical and field-based; individual and collective). These assumptions impose roles and responsibilities on both learners and teachers. This implies, for example, that the faculty must be well trained in these practices and show mastery of these practices in their classrooms. Similarly, a student cannot be just a passive member of the group; he/she should bring and share his/her experiences with the group. How they share these experiences and what form and format may depend on the individual, as long as it has the elements of the universality of the modes of communication. These assumptions, to be translated into actual learning experiences for our students, call for a different kind of learning environment. They also call for a different set of teaching strategies and different types of support systems. The assumption that each person can learn translates into program decisions. Entrance requirements are not critical. The focus is on change and performance, especially on competent performance. More importantly, the College s emphasis is on exit behaviors: knowledge, skills, attitudes, and values. The belief that each person has a unique way of learning (preferred learning style and mode) supports the practice that before the College designs a particular learning experience, it must first find out how the students in that group learn. Then the College provides experiences that will match with and enhance candidates learning styles and needs. This means faculty not only have to be aware of the existence of different learning styles, but should practice strategies in the classroom that work best for these different learning styles.

8 Theoretical Foundations The Mathematics Program s teaching and learning model is derived from fundamental assumptions emanating from our extensive experiences in working with adults; theories of learning and growth; and the lessons learned in the process of meeting the needs of our students. These assumptions guide all aspects of the program admissions, the learning environment, faculty selection, course offerings, assessment of learning, and support services. These assumptions, to be translated into actual learning experiences for our students, call for a different kind of learning environment. They also call for a different set of teaching strategies and different types of support systems. The assumption that each person can learn translates into program decisions. The focus is on change and performance, especially on competent performance. The belief that each person has a unique way of learning (preferred learning style and mode) supports the practice that before faculty designs a particular learning experience, faculty must first find out how the students in that course learn. Then faculty provides experiences that will match with and enhance student s learning styles and needs. This means faculty not only have to be aware of the existence of different learning styles, but should practice strategies in the classroom that work best for these different learning styles. 8 National Goals and Initiatives The national education goals and initiatives for the effective teaching and learning of mathematics in our schools are centered on ensuring a high quality mathematics education for all students. These goals are clearly stated by the National Council of Teachers of Mathematics in its Principles and Standards for School Mathematics (NCTM, 2000) document. It emphasizes the critical need for mathematical competence in opening doors for more productive futures. Members of the NCTM believe that all students should have the opportunity and support to learn and master as much mathematics as possible for their future and for the future of this country. On July 18, 2012, President Obama announced the creation of a STEM (Science, Technology, Engineering, and Mathematics) Master Teacher Corps. The Obama Administration wants to support students to succeed in an ever-increasing competitive global society. The STEM Master Teaching Corps will mentor math and science teachers, which in turn will challenge students to learn and master STEM content and skills; and improve the communities they live in. GENERAL GUIDELINES AND OVERVIEW Program Goals, Objectives, and Assessment The following goals, outcomes, and assessment are the foundation of this Program and are reinforced in all coursework, and modeled by Cambridge College Mathematics Education Faculty: Program Goals To develop dynamic learning communities to effectively facilitate learning by candidates experiencing pedagogical models that honor and empower learners.

9 To develop and enhance skills, competencies, attitudes, values, and habits of mind which enable teachers of mathematics to completely meet the plethora of needs and challenges at the elementary, middle and high school levels. To develop students as lifelong learners by stirring and exciting the emotions, curiosity, and the intellect of the mathematics teaching candidates. 9 Program Objectives Each person will realize his/her potential as a learner, a mathematics teacher, and a trainer. Each person will discover his/her preferred mode of learning, style, strengths, and potential. Each person will make sense out of his/her previous experiences and will build on their experiences to enhance their skill, knowledge, and attitude to ultimately become a lifelong learner. Each person will advance their own mathematics skills to significantly improve their teaching of these skills at the elementary, middle and high school levels. Each person will function effectively as a teacher of children from diverse backgrounds and with diverse needs. Each person will create dynamic learning environments in which the learners are able to realize their full potential. Each person will develop a mathematics education network of relationships, not only with fellow mathematics learners, but also with Cambridge College Faculty and the faculty in their own schools. Program Assessment The effectiveness of the Mathematics Education Program is demonstrated using a multiple measures approach and reflected by candidates: satisfying the requirements of the Massachusetts State Department of Elementary and Secondary Education (DESE) for Licensure. planning, researching, and developing a professionally written Independent Learning Project (ILP) that is Program relevant and of high academic quality. high level of class presentations in the various mathematics courses. satisfactory graduate level performance regarding course papers, projects, mid-term, and final assessments assigned by senior faculty members.

10 10 ACADEMIC CONTENT GUIDELINES National The current National Standards for Mathematics Curriculum are separated into six overarching categories: Numbers and Operations, Algebra, Geometry, Measurement, Data Analysis & Probability, and Process. Each category is specifically defined into more detailed descriptions of what students should achieve by the end of each grade level, up to and including High School. Student outcomes for each of the six standards are listed below: Numbers and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems Understand meanings of operations and how they relate to one another Compute fluently and make reasonable estimates Algebra Understand patterns, relations, and functions Represent and analyze mathematical situations and structures using algebraic symbols Use mathematical models to represent and understand quantitative relationships Analyze change in various contexts Geometry Analyze characteristics and properties of two- and three- dimentional geometric shapes and develop mathematical arguments about geometric relationships Specify locations and describe spatial relationships using coordinate geometry and other representational Systems Apply transformations and use symmetry to analyze mathematical situations Use visualization, spatial reasoning, and geometric modeling to solve problems Measurement Understand measurable attributes of objects and the units, systems, and processes of measurement Apply appropriate techniques, tools, and formulas to determine measurements Data Analysis & Probability Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them Select and use appropriate statistical methods to analyze data Develop and evaluate inferences and predictions that are based on data Understand and apply basic concepts of probability Process Problem Solving Reasoning and Proof Communication Connections Representation State (Massachusetts) The Massachusetts Mathematics Frameworks (2011) are closely aligned with the NCTM National Standards. The overarching categories in the State Standards are: Number and Quantity, Algebra, Functions, Modeling, Geometry, and Statistics & Probability. Student outcomes for each of the six standards are listed below: Number and Quantity Real Number System Quantities Complex Number System Vector and Matrix Quantities

11 11 Algebra Seeing Structure in Expressions Arithmetic with Polynomials and Rational Expressions Creating Expressions Reasoning with Equations and Inequalities Functions Interpreting Functions Building Functions Lines, Quadratic, and Exponential Models Trigononmetric Functions Modeling Choosing appropriate mathematics and statistics to analyze empirical situations Use technology for varying assumptions and exploring consequences Geometry Congruence Similarity, Right Triangles, and Trigonometry Circles Expressing Geometric Properties with Equations Geometric Measurement and Dimension Modeling with Geometry Statistics & Probability Interpreting Categorical and Quantitative Data Making inferences and justifying conclusions Conditional Probability and the Rules of Probability Using Probability to Make Decisions DIVERSE LEARNING STRUCTURES The Cambridge College teaching and learning model is derived both from theories of adult learning and the College s extensive experience with adult learners. Learning then, is structured in a variety of experiential formats. Life is about human experience, and without experience, there would be no understanding of what it means to be a human being. Learning, then, must in some way begin with experience. We have conscious and unconscious experiences; reflection on these experiences transforms them into knowledge, skills, attitudes, values, and beliefs and finally into competent performance while the learning that results from experiences is individual, the context is always social. Learning takes place in a variety of settings and conditions. It does not depend just on what the students and the teacher bring to this endeavor, but is influenced by where and how this activity takes place. Since the process of learning is both a social act and an individual need, the setting and structures can both enhance and create hurdles in this activity. Teaching and learning at Cambridge College is consciously designed to remove all barriers and hurdles to learning. Setting and structures of learning that foster, enhance, and result in lifelong learning. structured learning group as a curriculum self-directed learning incidental/peripheral/exposure/unintentional 1. Characteristics of structured learning Focus: Teacher as expert Specific content oriented Finished knowledge

12 Universality of language Structure: A formal course Characteristics of group learning: group as the curriculum Focus: Each individual in the group is the expert on his/her experiences. Each member of the group is a contributor to the learning process. A Pro-Sem leader acts as a facilitator, advisor, organizer, and shaper of the discussion. The knowledge being presented may be raw (unfinished/unpolished/un-abstracted). The job of the Pro-Sem leader is to connect it with organized knowledge and help abstract hypotheses, conjectures, and theories. She/he acknowledges the experiences and concomitant learning from them, directs further directions for explorations, and probes for depth and reasoning behind ideas and instigates new experiences and new learning. There is emergent quality to this learning Students are in the process of becoming New knowledge is generated Experience is the basis; each experience gives rise to some learning Issues and concerns are close to the learner Structure: Professional Seminar 3. Characteristics of self-directed and individualized learning Focus: Individual as a learner Metacognition development Affirmation of experience and learning Need for more learning to answer questions Become competent Become expert Exploration and self-assessment New knowledge Self-worth Desire to learn more Lifelong learning Structure: Independent Learning/Research Project Independent and focused studies 4. Characteristics of incidental/expository learning Focus: A great deal of learning is unplanned, unstructured, and has a chance quality to it. The objective is to provide as many opportunities (venues, people and topics) as possible for these chances to multiply. Structure: Workshops, colloquia, and gatherings, chance meetings, and conversations with faculty and students

13 RATIONALE AND OBJECTIVES 13 The Graduate School of Education at Cambridge College is offering a Mathematics Education Program that leads to an Initial Teaching License in the State of Massachusetts which includes fulfilling requirements for a Master s of Education Degree. The Program responds to the results of numerous studies, both nationally and internationally that have shown that our children do not perform at a high level of worldclass mathematics standards. The traditional methods of teaching mathematics in American schools have done very little to provide children with a clear understanding of the concepts and the beauty of the language of mathematics. They have, instead, generally focused on completing rote assignments involving only the procedural aspects of mathematics. This Licensure Program reflects the work of Cambridge College Faculty who are actively involved in training teachers in improving mathematics instruction for all children. The content and processes of the mathematics course work reflect the curriculum and evaluation standards published by the National Council of Teachers of Mathematics (NCTM), and the Massachusetts Mathematics Curriculum Frameworks (Massachusetts Department of Elementary and Secondary Education). Mathematics course work in the Program is designed to support: national and state subject matter standard; state professional standards for teachers; and to enrich the local curriculum already in place in many schools. The Mathematics Education Program incorporates the major principles emphasized in the above curricula. Those principles are as follows: mathematics is a language; it is the development of conceptual models; it is problem solving; and a means of communication. Mathematics is also a way of seeing patterns and relationships. Patterns that involve quantity and space; patterns that involve space is geometry; while generalized numerical patterns is Algebra. Mathematics is also the integration of quantity and space. It is the modeling of real-life situations; it is the queen of the sciences; and, most importantly, mathematics should be viewed and respected as a very meaningful human activity. This program is meant to present and demonstrate to teachers, a number of best practices for the effective teaching and learning of mathematics. The Program brings a comprehensive approach to mathematics ed- ucation that ranges from the constructivist approach to the task of understanding and using an established body of knowledge and procedures. This means that our teaching and learning model is based on the view that knowledge cannot be gained simply by absorbing content through the senses; but it requires building on personal experience to think and to actually do things. Each human is always in the process of becoming of incorporating into their biographies current learning experiences and thus creating new beings new leaders. It is our role as educators and trainers to help in this manifestation to become new beings who have transcended their previous state of being and are on their way to becoming leaders. Each is striving to live meaningful and productive personal and professional lives. We are there to help students process and give the authenticity to it. This authenticity can only be judged when it helps each individual become the unique person they are. Therefore, the College s Mathematics Education Program strives for certain outcomes of its students: 1. Each person will acquire skills in mathematics content relating to the teaching and learning of mathematics at the elementary, middle or high school levels. 2. Each person will discover effective methods to determine how children learn mathematics; why problems occur when learning mathematics; and how to diagnose and remediate learning problems in mathematics. 3. Each person will create learning environments in which children can learn mathematics and exhibit their full potential in mastering mathematics concepts and skills.

14 4. Each person will effectively function as a teacher of children from diverse backgrounds and with diverse needs Each person will develop his/her mathematics content and teaching skills to be affirmed as a dynamic mathematics specialist and professional in the teaching and learning of mathematics at the high school level Along with exploring a variety of issues, trends and standards, course work in the Program focuses on learning and teaching strategies that capitalize on how children learn best. In the process, the Program strives to challenge students thinking and further stimulate their interest in learning and teaching mathematics. Entrance Interview: The objectives of the entrance interview are: ADMISSION TO THE PROGRAM 1. To select candidates who possess strong oral, written, and problem solving skills. 2. To select candidates who are enthusiastic and sincere in their desire to become certified in the area of mathematics education. 3. To select students who exhibit seriousness of purpose as they embark on their graduate program of studies. The Entrance Interview consists of three parts: A. An oral interview of the prospective student by representatives from the College's Educational Administration Program and the Admissions Department B. A written response to a pertinent mathematics teaching and learning related question. The Entrance Interview is used to assess the level of the perspective student's oral and written communication skills. Communication skills will be assessed according to the following criteria: organization and clarity of thought, the ability to communicate ideas, and the proper use of English. The Entrance Interview is also used to select Cambridge College students who are enthusiastic and sincere in their intent to become a licensed mathematics educator. The successful candidate will exhibit seriousness of purpose. Requirements for Admission 1. Candidates must possess a Bachelor's degree in arts, sciences or interdisciplinary major from an accredited college. 2. Completed an Application form. 3. Three sealed letters of recommendations. 4. Official transcripts in English from each College or University attended. 5. An Essay describing goals and expectations.

15 15 6. Submission of copies of a report showing passing scores on the Communication and Literacy MTEL (Matriculation Policy). 7. TOEFL passing score for international students. 8. Maximum number of transferable credits (see Admissions Handbook) into the program are 12 graduate credit hours. All transferable course work must have a minimum grade point average (GPA) of B (3.0) or better. All requests for credit transfer must be submitted before matriculation. 9. At the beginning of the student s first semester, each candidate seeking admission must attend an orientation session conducted by the Dean of Student Services, College Administrators and Program Chairpersons. Special Circumstances: Candidates who earned the equivalent of a bachelor's degree in a country outside the U.S. must have transcripts evaluated for U.S. Bachelors Degree equivalency by the Center for Educational Documentation ( ). Application Process and Mathematics Placement Test Admission Requirement Applicants for the Level: 5-8 and 8-12 initial licensure programs must take a Cambridge College Mathematics Placement Test. Based on test results and program chairperson s recommendation, selected lower level mathematics courses may be required before initial licensure courses can be taken. Student Advising Initially, when a prospective student comes to Cambridge College he or she meets with a College Graduate Admissions Counselor who conducts the initial interview and placement test procedures that ascertain program interests and qualifications. Student names are then referred to the Program Chairperson who will answer any program related questions that the student has at that time. All new students are then required to attend the School of Education Orientation Session where representatives of the major offices (Registrar Bursar Financial Aid, etc.) of the college are introduced. Students then meet with their Academic Advisor for a more detailed explanation of the requirements of their program. It is important to note that the Academic Advisor is available throughout the student s academic career for advisement and support. The primary responsibility for advising, in each program on a day to day basis, is the college professor assigned to the student in the Professional Seminar I course. This professor serves the two roles of both the student s Academic Advisor and ILP (Independent Learning Project) Advisor as the student moves through the program towards graduation. At Orientation, students are given detailed information on course selection for the present term; who their Pro Sem Leader, Academic Advisor and ILP Advisor is; and relevant contact information. Also, it is at this time that the Program Chairperson provides a brief discussion on program course sequence, pre-practicum requirements, MTEL requirements and that their Pro Sem leader is expected to meet with them prior to each semester.

16 Program Admissions Application Review 16 Cambridge College Mathematics Education (Levels: 1-6; 5-8; or 8-12) Program Admissions: Application Review Applicant Date Letters of Recommendation Students must submit 3 letters of recommendation Point System 3 points Three strong references or recommendations 2 points 2 strong, 1 acceptable 1 point 1 strong 2 acceptable 0 points none of the 3 are strong Transfer Credits If you wish to transfer credits for courses you have taken that match our courses please attach the Transfer Credit form from the Admissions booklet. Personal Statement Students must produce a Personal Statement indicating why they would like to be a teacher of Mathematics Point System 3 points Well crafted and addresses all areas of the prompt; expresses strong interest and professional commitment; special reference to the college s program and applicant s professional goals. 2 points Fairly well crafted (possibly minor writing problems) but vague and or generic 1 point Addresses prompt, but contains several minor writing errors or is insufficient in length, depth 0 points contains several serious writing errors and/or does not address writing prompt Comments/Additional Information Needs Mathematics Placement Test from applicant Request interview with applicant Contact at least one reference by phone Contact at least 1 CC Instructor Other Academic Requirements Undergraduate GPA 3.5 or above MTEL/Licenses Applicant has passed Communications and Literacy Mathematics level 1-6 Mathematics level 5-8 Mathematics level 8-12 Provisional Teaching License Previous Degrees Mathematics Sciences Engineering Finance Applicant Total Points Applicant Signature Reviewer s name Signature Dept.

17 17 MAJORS The Cambridge College Master of Education Program, with a concentration in Mathematics Education, is designed for adult students who hold an undergraduate degree in the arts or sciences. Education, as well as other undergraduate majors, with some experience and knowledge of Mathematics will also be considered for acceptance into the program. For students lacking such experience or knowledge, prerequisite courses are required and must be completed before enrolling in the required courses in the program, unless a waiver is granted by the student s Academic Advisor and/or the Program Chair. The Dean of Education will review and advise all students on the required academic criteria for successful completion of the Master of Education Program. LICENSURE PROGRAM MATRICULATION and GPA POLICY: Based on Passing of MTEL/ State Literacy and Communications Teacher Competency Test and Maintaining Satisfactory Academic Progress Students who wish to enroll in one of the Cambridge College graduate education programs, leading to State Licensure must register as non-licensed students until they have passed the MA Communication and Literacy MTEL and/or its equivalent as mandated by their State Board of Education. Students who enter the college with a successful pass score in the above test, may register in the Licensure version of their desired program of study. It is highly recommended that an individual who enters a non-licensure program of study, take and successfully pass the above tests within the first semester of their enrollment. Cambridge College will provide students who demonstrate difficulty in passing this test with workshop classes focusing on the skills necessary to achieve a passing score. These workshops are offered to students at an additional nominal fee. Students enrolled in Licensure Programs will have their Grade Point Average (G.P.A.) posted at the end of each semester. Students in programs leading to State Licensure must maintain an overall G.P.A. of 3.0 or better. Should a student s GPA drop below 3.0, they will receive an academic warning and will be placed on academic probation. Students will not be allowed to graduate from their licensure program with a GPA of less than 3.0. COMPLETION CRITERIA Success as a mathematics teacher largely depends on the development of a wide range of skills to meet the multiple challenges that the student will face. An Independent Learning Project (research component) will be selected by the student in an area of mathematics education that involves the collection of data, display of the collected data and the analysis of the data to determine relevant findings and conclusions. In addition, the Practicum itself is a rigorous application of all of the basic operational concepts of all the required courses including the ILP. The Practicum is offered after the students have completed all their course work and state MTEL exams. This will allow for maximum exposure to the necessary knowledge, skills, and professional standards to be successful in the classroom.

18 18 With completion of all required coursework for the degree program and ILP requirements for developing appropriate curricula; and/or for indentifying effective mathematics teaching and learning techniques; all students will have sufficient knowledge and experience to satisfactory complete their 300 hour Practicum student teaching requirement. The ILP will be a part of their Portfolios as a demonstration of effective classroom processes and curriculum implementation. There will be a state standards assessment form (Preservice Performance Assessment for Practicum) for skills to evaluate the student s 300 hour practicum performance. The College Supervisor and the field based Supervising Practitioner will evaluate students according to this State Standards Assessment Form (PPA). Non-Licensure Option Cambridge College offers a non-licensure degree program that allows a student to earn a master s degree (M.Ed.) with a concentration in mathematics education that is exactly the same as the licensure program but without the Practicum and Practicum Seminar for 3edits. PROGRAM DESCRIPTION Master of Education Initial Licensure (38 Credits) Mathematics Education Licensure Programs PROGRAM OVERVIEW Mathematics Education Program (Levels: 1-6; 5-8; 8-12) Prerequisite and Completion Criteria Success as a mathematics teacher largely depends on the development of a wide range of skills to meet the multiple challenges that the student will face. An Independent Learning Project (research component) will be selected by the student in an area of mathematics education that involves the collection of data, display of the collected data and the analysis of the data to determine relevant findings and conclusions. In addition, the Practicum itself is a rigorous application of all of the basic operational concepts of all the required courses including the ILP. The Practicum is offered after the students have completed all their course work and state MTEL exams. This will allow for maximum exposure to the necessary knowledge, skills, and professional standards to be successful in the classroom. With completion of all required coursework for the degree program and ILP requirements for developing appropriate curricula; and/or for identifying effective mathematics teaching and learning techniques; all students will have sufficient knowledge and experience to satisfactorily complete their 300 hour Practicum student teaching requirement. The ILP will be a part of their Portfolios as a demonstration of effective classroom processes and curriculum implementation. There will be a state standards assessment form (Preservice Performance Assessment for Practicum) for skills to evaluate the student s 300 hour practicum performance. The College Supervisor and the field based Supervising Practitioner will evaluate students according to this State Standards Assessment Form (PPA)

19 Mathematics Education Program (Levels: 1-6; 5-8; and 8-12) Initial Licensure If a student is interested in participating in one of the three mathematics initial licensure programs at Cambridge College, (Levels:1-6; 5-8; or 8-12), they must complete a total of 14 graduate level courses (38 semester hours), which includes the Practicum Seminar and an approved 300 hour teaching Practicum. The full list of courses and suggested sequence is listed in the degree program requirement section of this document. 19 Degree and Program Completion Requirement For a student to successfully complete the degree and licensure requirements of the Mathematics Education Program (Levels: 1-6; 5-8; or 8-12) at Cambridge College, the student must take and pass all the required courses; complete the Independent Learning Project (ILP); complete 90 hours for six courses of the prepracticum requirement; pass the required MTEL (2) exams; and successfully complete the required 300 hour teaching practicum. Program Outcomes Elementary (1-6), Middle (5-8), and High (Secondary) (8-12), School Level Mathematics Programs Process Knowledge: Teacher candidates will: Know, understand, and apply the process of mathematical problem solving. Reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry. Communicate their mathematical thinking orally and in writing to peers, faculty, and others. Make connections between and among mathematical ideas and in context outside mathematics to build mathematics understanding. Use varied representations of mathematical ideas to support and deepen students mathematical understanding. Embrace technology as an essential tool for teaching and learning mathematics. Support a positive disposition toward mathematical processes and mathematical learning. Pedagogy Knowledge: Teacher candidates will: Possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning Content Knowledge: Teacher candidates will: Demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and the meaning of operations. Emphasize relationships among quantities including functions, ways of repre4senting mathematical relationships, and the analysis of change. Use spatial visualizations and geometric modeling to explore and analyze geometric shapes, structures, and their properties. Demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in the techniques and application of the calculus. (Not included in the elementary level mathematics program) Apply the fundamental ideas of discrete mathematics in the formulation and solution of problems. (Not included in the elementary level mathematics program)

20 Demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability. Apply and use measurement concepts and tools. 20 Field Based Experiences Teacher candidates will: Complete field-based experiences in mathematics classrooms. Sheltered English Instruction (SEI) In addition, those students graduating after June, 2014 must have an endorsement verifying they have completed training in Sheltered English Instruction (SEI). Beginning July 1, 2014, to qualify for an Initial License as a PreK-12 teacher of a core academic subject, you must also qualify for a new SEI (Sheltered English Instruction) Endorsement. (Core academic subjects are elementary, early childhood, reading, mathematics, science, and special education.) Who must qualify for the SEI Endorsement? Every core academic educator with even 1 ELL student must have the SEI Endorsement. This includes current teachers of ELLs, AND students who are candidates for licensure. (Note: The administrator who evaluates your performance also needs an SEI Endorsement.) This affects all Massachusetts colleges and universities, including Cambridge College. 3 Ways to Qualify for the SEI Endorsement! A. Hold an ESL or ELL license, or approved graduate courses in linguistics, teaching ESL, etc. B. Complete a state-approved SEI Endorsement Course (in your CC licensure program, or in a district. C. Pass a new SEI MTEL that is now being developed for Spring What does a student need to do? You will pass the SEI Endorsement course at Cambridge College, as part of your program (elementary, early childhood, reading, mathematics, science, & special education). If you are a candidate for ESL licensure completing the ESL licensure program will make you automatically eligible for the SEI Endorsement. You will apply simultaneously for both the ESL License and the SEI Endorsement. M.Ed. DEGREE PROGRAM REQUIREMENTS Program of Study Master of Education Program Leading to Massachusetts Initial Teacher Licensure Mathematics (1-6); (5-8); or (8-12) Admission Requirement: Applicants for levels 5-8 and 8-12 must take a Cambridge College Mathematics Placement Test. Based on

21 21 test results and Program Chair s recommendation, selected lower level mathematics courses may be required before initial licensure courses can be taken. Required Content Courses Mathematics Level: (1-6) EME 691N, 692N, 693N Professional Seminar in Mathematics EME 800 Independent Learning Project MAT 603 Arithmetic to Algebra: Developing Mathematics Patterns & Ideas MAT 605 Technology in Mathematics Learning & Teaching MAT 607 College Algebra MAT 609 Euclidean Geometry MAT 615 History of Mathematics MAT 618 Mathematics Essentials MAT 621 Data Analysis MAT 623 Teaching Numerical & Geometric Structures MAT 790 Practicum in Mathematics MAT 791 Practicum Seminar Total Credits Mathematics Level: (5-8) EME 691N, 692N, 693N Professional Seminar in Mathematics EME 800 Independent Learning Project MAT 603 Arithmetic to Algebra: Developing Mathematics Patterns & Ideas MAT 605 Technology in Mathematics Learning & Teaching MAT 607 College Algebra MAT 609 Euclidean Geometry MAT 615 History of Mathematics MAT 611 Calculus I MAT 613 Discrete Mathematics MAT 623 Teaching Numerical & Geometric Structures MAT 790 Practicum in Mathematics MAT 791 Practicum Seminar Total Credits Mathematics Level: (8-12) EME 691N, 692N, 693N Professional Seminar in Mathematics EME 800 Independent Learning Project MAT 611 Calculus I MAT 615 History of Mathematics MAT 625 Number Theory MAT 627 Abstract Algebra MAT 629 Non-Euclidean Geometry MAT 631 Calculus II MAT 633 Probability & Statistics MAT 635 Applied Mathematics MAT 790 Practicum in Mathematics MAT 791 Practicum Seminar Total Credits 6 cr 2 cr 38 cr 6 cr 2 cr 38 cr 6 cr 2 cr 38 cr

22 SUGGESTED PROGRAM SEQUENCE 22 Master of Education Leading to Massachusetts INITIAL LICENSURE Mathematics (1-6, 5-8, or 8-12) For licensure: 38 credits, 4 terms Without licensure: 3edits, 3 terms Program approved by the Mass. Dept. of Elementary & Secondary Education Requirements Professional Seminar & Project. (9 credits) EME691N, 692N, 693N Professional Seminar in Mathematics - Initial Level 3 2 credits Includes clinical journal, assessments, professional growth plan. EME800 Independent Learning Project edits 6 credits Initial Licensure Courses (24 credits) Take courses for your licensure level MAT603 Arithmetic to Algebra: Developing Math Patterns & Ideas l l MAT605 Technol. in Math Learning & Teaching l l MAT607 College Algebra l l MAT609 Euclidean Geometry l l MAT611 Calculus I l l MAT613 Discrete Math l MAT615 History of Math l l l MAT618 Math Essentials l MAT621 Data Analysis 1 MAT623 Teaching Numerical & Geometric Structures l l MAT625 Number Theory l MAT627 Abstract Algebra l MAT629 Non-Euclidean Geometry l MAT631 Calculus II l MAT633 Probability & Statistics l MAT635 Applied Math 1 Practicum and Practicum Seminar (5 credits). Prerequisites Massachusetts: a) Communication & Literacy and b) Math 1-6, 5-8, or 8-12 (MTEL). Pre-Practicum 90 hours. Pass all required courses. 0 credits MAT790 Practicum in Mathematics 300 hours. edits Guided and evaluated by a licensed/certified mathematics teacher in the classroom and by a Cambridge College Supervisor. Practicum locations are subject to state regulations and are to be approved by the Program Chair or Regional Center Director.

23 23 MAT790A Practicum 1-6 MAT790B Practicum 5-8 MAT790C Practicum 8-12 MAT791 Practicum Seminar in Mathematics Teaching. 2 credits Exit Performance Portfolio required for credit. Non-licensure option All program components are required except the Practicum, Practicum Seminar, and MTEL teacher tests. Non-licensure students must complete all course contact hours and pre-practicum hours embedded in the courses. Course Offerings Plan Every Term EME691N, 692N, 693N Professional Seminar. Take Communication & Literacy test (MTEL). EME800 Independent Learning Project. start in first term first term with Seminar III SUMMER MAT623 Teaching Numerical & Geometric Structures MAT603 Arithmetic to Algebra MAT605 Technol.in Math. preqs.mat607, 609, 611 & 613 MAT607 College Algebra MAT618 Math Essentials MAT627 Abstract Algebra. preq.mat607 MAT629 Non-Euclidean Geometry. preq.mat609 MAT633 Probability & Statistics. preq.mat613 FALL MAT609 Euclidean Geometry MAT611 Calculus I. preqs.mat607 & 609 MAT615 History of Math. preqs.mat607, 609 & 611 MAT625 Number Theory. preq.mat611 MAT790 Practicum and MAT791 Practicum Seminar SPRING MAT611 Calculus I. preqs.mat607 & 609 MAT613 Discrete Math. preqs.mat607 & 609 MAT615 History of Math. preqs.mat607, 609 & 611 MAT621 Data Analysis MAT623 Teaching Numerical & Geometric Structures MAT631 Calculus II. preq.mat611 MAT635 Applied Math. preqs.mat611 & 631 MAT790 Practicum and MAT791 Practicum Seminar Prerequisites: as listed or Program Chairperson s approval. Course offerings plan for Cambridge, subject to change without notice. Regional centers set their own schedules.