Application for State Approval of Teacher Preparation Specialty Programs
Phone: (517) 335-4610 *** Fax: (517) 373-0542
Directions:
I. Application Information |
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Institution |
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MDE Endorsement Area and Code (from
Application Attachment 2) |
Mathematics (EX)
(Both K-8 and 7-12) |
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Date of this Application |
December 2004 |
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Name and Title of Unit Head |
Dr. David Myton,
Chair, School of Education, |
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Signature of Unit Head |
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II. Contact Information for Questions Related to This Application |
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Contact Person’s Name and Title |
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Contact Person’s Phone Number |
906-635-2154 |
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Contact Person’s Fax Number |
906-635-6663 |
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Contact Person’s E-Mail Address |
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III. Type of Request for Approval (Indicate One) |
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New program for institution |
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U.S. Department of Education Classification
of Instructional Programs (CIP) Code, if vocational occupational
area |
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Compliance with State Board of Education new
or modified program criteria |
X |
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Experimental program |
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Program amendment (See Section IX for
guidelines) |
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IV. Institutional Representatives |
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Please list individuals available to serve on
Michigan Department of Education Ad-Hoc Committees Related to this
Specialty Program (e.g., program review, standards development, test
development, forum planning). Include both
higher education faculty and K-12 representatives. |
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Name/Title |
Specialty |
Mailing Address |
E-Mail Address |
Phone |
Fax |
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Lorraine Gregory, Assistant professor |
Mathematics |
Dept. of Math. and
Comp. Sc. 650W Sault Ste. |
906-635-2154 |
906-635-6663 |
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Sherry
Duesing, Assistant Professor |
Mathematics |
Dept. of Math. and
Comp. Sc. 650W Sault Ste. |
906-635-2153 |
906-635-6663 |
|
|
Brian
Snyder, Assistant
Professor |
Mathematics |
Dept. of Math. and
Comp. Sc. 650W Sault Ste. |
906-635-2658 |
906-635-6663 |
|
| Section 1. Summary of Course Requirements |
Form
XX: Mathematics (EX) (Word Format) Form XX: Mathematics (EX) (PDF format) |
| Section 2. Program Summary |
A PDF copy of this Narrative is
available here: Department Narrative |
Philosophy
The
elementary and secondary mathematics
education programs at Lake Superior State University (LSSU) are
designed to
combine a strong preparation in mathematics as a content area with
solid
training in pedagogy. The program seeks
to give prospective teachers the background necessary to develop and
implement
a mathematics program consistent with current thinking and research
about the
teaching and learning of mathematics.
Maintaining a current perspective on educational practices is a
vital aspect of the Conceptual
Framework of the School of Education: research, reflection,
response. The guiding philosophy of the mathematics faculty is
for
students to
develop understanding, to actively participate in their education, and
to
construct their own knowledge of mathematics from their classroom
experiences,
conversations, and previous knowledge in order to help create a solid
foundation for a deeper understanding of the mathematics they will be
teaching. This is stressed at both the
elementary and secondary levels.
Prospective teachers are strongly encouraged to investigate
their own
construction process as a way of understanding what that process
entails and
how to better facilitate it in their own students.
Two documents
in particular were used to guide
the development of this program in the early stages: Professional Standards for
Teaching Mathematics (National Council of Teachers of
Mathematics,
1991) and A Call for Change
(Mathematical Association of America,
1991). As this program evolves and takes
shape for the future, a document that is playing a key role in guiding
future
change is the Conference Board of Mathematical Sciences (CBMS) document
entitled The Mathematical Education of Teachers
(American Mathematical
Society, 2001). The CBMS recommends that
elementary teachers believe that mathematics is about ideas that make
sense. Therefore, mathematics courses
should help them make meaning of mathematical concepts and develop a
rich
network of the concepts that extends the K-12 curriculum.
The preparation for elementary teachers
includes two courses created expressly for this purpose.
The recommendations for the preparation of a
secondary mathematics teacher includes the equivalent of an
undergraduate major
in mathematics, coursework connecting college mathematics with the high
school
curriculum, and a knowledge of the mathematics students have when they
enter
high school and the mathematics they will need for their future beyond
high
school. For instance, courses such as
Statistics (MA207) and College Geometry (MA325), required for the
preparation
of secondary teachers, are included and expand upon high school content.
The National
Council of Teachers of Mathematics
(NCTM) Professional Standards for Teaching
Mathematics (1991) contains six Standards,
four of which
are: (1) experiencing good mathematics teaching, (2) knowing
mathematics, (3)
knowing students as learners of mathematics, and (4) knowing
mathematical
pedagogy. In keeping these
standards,
the LSSU mathematics education program emphasizes skills needed to (1)
pose
worthwhile mathematical tasks, (2) facilitate substantive discourse
among
students and between students and the teacher, and (3) analyze and
assess both
the teaching and learning going on in the classroom.
The program also places emphasis on providing
opportunities for prospective teachers of mathematics to explore, to
conjecture, to reason logically, to communicate and to make connections
as
problems solvers of mathematics as outlined in the vision statement of
the Michigan
Curriculum Framework. These
objectives drive the program.
The
mathematics education faculty at LSSU are striving to meet the
challenge of recommended change as set forth within the above mentioned
documents as well as meet the professional standards for content and
pedagogy as set forth by the National Council of Teachers of
Mathematics for both elementary and secondary teacher certification
candidates. Consistent with the School of Education’s Conceptual Framework,
content and pedagogical knowledge are two areas that are essential
elements of teaching.
Our program
has several strengths.
Sequence of Courses
Prospective
teachers are provided opportunities
to expand their understanding of the concepts and procedures of school
mathematics. The minimum
preparation in mathematics for all prospective elementary teachers
includes two college level mathematics courses specifically designed
for the
prospective elementary teacher, a statistics course and a mathematics
methods
course specifically designed for elementary teacher education. All students in the elementary teacher
education program must successfully complete the series of Number
Systems and
Problem Solving (MA103) and Geometry and Measurement (MA104). This sequence was specifically designed to
meet the needs of students working toward elementary teacher
certification. Together the two courses
provide each student with 6 credit hours of lecture in the areas of
mathematics
required by the NCTM standards for elementary teachers and 2
credit-hours of
laboratory experience based on problem-solving using cooperative
groups,
manipulatives, and other forms of mathematical modeling.
The students are engaged in thinking about
and developing important mathematics.
The topics of number systems, mathematical properties, patterns,
measurement, geometry, probability and statistics are stressed both in
lecture
and lab. Together the lecture and lab
activities help the prospective teacher deepen meanings and make sense
of the
elementary mathematics curriculum.
Further, all
students at LSSU are required to
meet the general education requirement of a college level mathematics
course at
the MA110 level or above. Currently, all
students in the elementary education program are required to take a
course in
elementary statistics (Principles of Statistical Methods – MA207) to
satisfy
this additional general education mathematics requirement for the
university.
Students
majoring and minoring in mathematics
begin their major or minor program with a calculus course.
The elementary education mathematics minor
program includes Calculus for Business and Life Sciences (MA112) which
focuses
on applications. All other Mathematics
major or minor students take two semesters of calculus: Calculus I
(MA151) and
Calculus II (MA152) while those majoring in secondary mathematics
education
also take Calculus III (MA251) and Differential Equations (MA310).
Proof and justification are an important component of the foundation provided for both elementary and secondary mathematics major and minor curricular students. To this end, proof is integrated into all mathematics courses and is the focus of Fundamental Concepts of Mathematics (MA215) which is required for all mathematics education major and minor students.
The final common aspect of the curriculum for all major and minor students is History of Mathematics (MA321) which traces the evolution of mathematical ideas and examines some of the significant developments in mathematics.
Students with an elementary or secondary major in mathematics further their mathematical preparation with Linear Algebra (MA305) and College Geometry (MA325). The program for those majoring or minoring in secondary mathematics includes Discrete Mathematics and Problem Solving (MA216) and those majoring in secondary mathematics also take Abstract Algebra I (MA341) and Mathematical Modeling (MA401) to complete a major in mathematics.
<>Student
learning styles are a significant topic
addressed in the professional education core sequence, especially in
TE250
Student Diversity and Schools and TE301 Learning Theory and Teaching
Practice. In TE301 candidates analyze
various approaches to teaching and learning and the decisions which
teachers
make in applying theory to diverse classroom situations.
The methods courses for elementary
and secondary student teachers (TE420 and TE442 respectively) extend
these
topics developing these concepts specifically for a mathematics
classroom, and
the field placements focus on mathematics instruction at the
respective
levels.
LSSU faculty
use a variety of approaches in
their instruction. While lecture
continues to be a dominant mode of delivery, collaboration including
group
problem solving, questioning, and discussion are encouraged and
facilitated in
classroom sessions. Inquiry-based
discovery sessions are incorporated into many courses.
Students experience instruction from
committed, enthusiastic instructors since the University considers
teaching to
be a major focus of each full-time faculty member.
Moreover, adjunct faculty do not teach any
courses in the sequence described above.
In addition
to experiencing a diverse faculty
in their mathematics courses, students may further
their understanding of a variety of instructional methods and learning
styles
in the mathematics methods courses (TE420 and TE442).
The focus of these courses is planning and
assessing instruction for all students.
Alternative forms of implementing instruction are encouraged and
learning styles, interests, backgrounds and abilities of students are
considered when evaluating instructional activities.
Differences
Between the Elementary and Secondary Programs
The
differences
in the course work for both levels were discussed above.
One difference was the inclusion of Number
Systems and Problem Solving (MA103) and Geometry and Measurement
(MA104) for
the elementary program. This sequence
was specifically designed to meet the needs of students working towards
elementary teacher certification and to introduce elementary teachers
to a
variety of manipulatives and technological resources specifically for
elementary students. The courses focus
on deepening and extending the prospective teacher’s understanding of
the
mathematics content of the elementary curriculum.
A second
difference is the number of required
mathematics courses with secondary education mathematics majors
completing
nearly twice as many credits in mathematics as elementary education
mathematics
minors, and eight more credits than elementary mathematics majors.
All programs
include a field experience focusing
on observing and working in a mathematics classroom.
The required number of hours differs with
elementary education students completing 10 hours focused on
mathematics
instruction while secondary education students complete 15 hours. Field experience assignments are included in
the respective methods courses.
Problem-based
lesson activities are encouraged
to facilitate concept development at all levels but especially at the
elementary level. Pre-service teachers
examine ways to encourage building on prior knowledge, and developing
understanding
within their lesson.
Instructional
resources considered in all
programs include manipulatives, technology such as calculators and
computer
software, literature and games. The
emphasis on manipulatives and games decreases at the secondary level
but are
still important aspects of mathematics instruction.
Technology for both levels includes the use
of calculators and software packages such as Geometer’s Sketchpad,
while appropriate use for concept development is stressed.
Students are
encouraged to join the NCTM and
access resources available to members.
More
information on how the standards are
addressed is included in the respective matrix for each level.
Equity and Global Perspectives
Student diversity
and developing an appreciation of
diversity issues in mathematics education are addressed in the methods
courses
TE420 for elementary and TE442 for the secondary level.
One of these courses is required for all
majors/minors depending on the focus of their program.
The professional education core sequence
contains a course devoted to this issue: TE250 Student Diversity and
Schools. TE250 is required for all
teacher candidates prepared by
LSSU mathematics faculty includes female and international members. In fact, four of the seven faculty members are female. Course objectives in required classes include consideration of mathematical ideas from other cultures such as number systems. For example “Understand the development of mathematics in the non-Western world between 500 C.E. and the Renaissance” is an objective from History of Mathematics (MA321).
Games come
from a variety of sources and
encourage an awareness of multicultural perspectives.
In addition, literature from a variety of
cultures is examined to incorporate into the mathematics curriculum.
Assessment
Students in the required mathematics courses experience first hand a variety of means of assessment including tests, homework assignments, reports on lab work, projects, and presentations. History of Mathematics (MA321), for instance, requires a term project that includes a paper and an oral presentation on a topic from the history of mathematics not covered in class.
The means of
assessment for each of the required
courses is stated in the syllabi included with the submitted documents.
As part of
their field experience, the
prospective teachers are expected to work with students and assess
their level
of understanding of the concepts the students are learning.
Assessment,
in addition to experiences gained
through the content courses in mathematics, is addressed in the
respective
methods courses (TE420 or TE442). There
candidates develop traditional and authentic assessments for classroom
activities, and apply the concepts learned in the professional
education core
courses such as TE431 Secondary Methods to the mathematics classroom. In TE442 candidates develop assessment
instruments for the lesson plans they develop for each of the five
content
areas of the NCTM Standards.
| Section 3. Instructional Faculty |
Listing of Instructional
Faculty (html format) Listing of Instructional Faculty (MS word format) Listing of Instructional Faculty (PDF format) |
| Section 4. Candidate Preparation |
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MTTC Information –
Mathematics
Since
September 2001, data regarding the MTTC scores for secondary
mathematics indicates
that only two students failed to pass the test on the first try, for a
passing
rate of 88%. Similarly, the pass rate
for elementary education is 90%, and only two students failing to pass
the test
on the first try. In addition, all students have passed
the test prior to completion of their program. These
rates compare
favorably with the state averages. Aggregation of student pass rate
data is
necessary to protect the identity of students in programs with limited
enrollment. The following tables
indicate the dates and numbers of students taking the test by date and
by level
(elementary or secondary).
Elementary Examinees
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Date |
Number of
Examinees |
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1 |
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2 |
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1 |
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1 |
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1 |
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|
2 |
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|
1 |
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4 |
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2 |
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|
4 |
Secondary
Examinees
|
Date |
Number of
Examinees |
|
|
1 |
|
|
2 |
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|
1 |
|
|
2 |
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|
1 |
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|
1 |
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|
1 |
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|
1 |
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|
2 |
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|
1 |
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|
2 |
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|
1 |
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|
1 |
Field placements are integrated
throughout the professional education sequence beginning with TE250
Student
Diversity and Schools where the focus is on tutoring experiences. In subsequent courses, after admission to the
During the internship,
candidates work for approximately 22 weeks under the direct supervision
of a
classroom teacher and the periodic oversight of a university supervisor. Candidates meet regularly with a university
instructor for a seminar course, and are also concurrently enrolled in
a
graduate course each of the two semesters of the internship. During the fall semester, candidates complete
TE602 Reflection and Inquiry in Teaching Practice I examining
qualitative and
quantitative research methods and developing their own research based
question
addressing student learning. During the
spring semester students complete a second graduate level course on
curriculum
planning and implementation, TE605.
| Section
6. Professional Development and Support |
Postponed until 2005-2012 |
| Section 7. Standards Matrix |
Standards Matrices:
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| Section
8. Special Recognition |
Optional |
| Section 9. Instructional Methods |
Describe how
candidates are prepared to teach in this specific specialty area. Describe how
this program will utilize technological resources.
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Course descriptions for each course are published in the university calendar (catalog), and reproduced here for reference. Catalog course descriptions broadly describe course objectives, credit earned and prerequisites. The course syllabi, provided in Section 11, are the more complete record of course content, objectives, assessment, and alignment to the content standards.
| Section 11. Syllabi |
Provide a representative syllabus for each required course (those listed on Application Attachment 3 and referenced in the standards matrix). |