Learn more. Note : All items submitted as part of the application process become the property of Regent University and cannot be returned. Must hold a valid Collegiate Professional Teaching License or equivalent from another state and have taught for a minimum of three years in which the teaching of mathematics was an important area of responsibility. Discusses big picture mathematics curricular design ideas, including history of mathematics curriculum, development of national and state standards, curriculum frameworks, and implementation of effective practices into K-8 schools.
Convening and Membership
Reviews recent developments, research, and theoretical foundations of curricular concepts and practices in mathematics. Cross-listed with ECUR Before the awarding of a degree, successfully complete a culminating experience. For most, the project will consist of providing evidence, in the form of a portfolio, that critical program competencies have been met.
Cross-listed with EFND Historical numeration systems, base systems, representing numbers, combining numbers, relationships among numbers, and the nature of large and small numbers. Includes children's thinking, how they learn this basic mathematics, their problem-solving strategies, and how they construct their understandings of the base ten number system and arithmetic. Cross-listed with MATH Mathematical reasoning and geometric ideas through the study of topics in Euclidean geometry and measurement.
Provides an appreciation for topics in other geometries such as nonEuclidean, fractal, and computational. Includes evaluating geometric thinking in grades K-8 using the van Hiele model of geometric thought. Prerequisite: MATH The mathematical underpinnings of algebra: patterns, variables, and functions. Basic number strands in fractions and rational numbers, decimals, percentages, ratios, and proportions as identified in K-8 national and state standards.
Includes interpretation, computation, and estimation to develop rational number concepts, skills, and proportional reasoning. Counting i. Includes common misconceptions in children's learning and K-8 classroom applications to meet national and state standards. Includes interpreting children's probabilistic thinking, understanding how they learn these concepts and how to help build problem-solving strategies.
I lean on what I learned there often. I am now a first-year teacher who is thriving in an environment that applauds creativity and innovation. I'm so pleased that I could go one step further and share on a national level. Online On Campus. Choose a Program A. Choose a Program B. Choose a Program Doctor of Education Ed. Mathematics makes a significant contribution to modern society; the basic skills of mathematics are vital for the life opportunities of our children; mathematics develops the mind and those highly valued cognitive skills.
To foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts. For our children to use and understand mathematical language and recognise it's importance as a language for communication and thinking. View an excerpt from the Ofsted report. The core of the partnership would be comprised of local school district s and two- and four-year colleges where possible.
The partnership also would seek additional advice, expertise, and support from local and regional groups including business and industry, governmental and private funding sources, parent organizations, and other community agencies. For example, faculty who teach lower division courses might need to restructure both content and pedagogical approaches, especially in courses that will be taken by prospective teachers for grades K-8, where many of these teachers will not become certified or endorsed in these subject areas.
Many national organizations have called for all undergraduates to experience science and mathematics through inquiry-based approaches. This could require departments in these subject areas and their institutions to provide the facilities, equipment, and financial resources needed to give all students engaging laboratory and field experiences, including students who traditionally have not chosen such coursework in the past. These kinds of issues are discussed in greater detail in Chapter 7.
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Depending on the structure of the partnership, leaders from the K education community also must express their strong commitment to the success of the partnership. In such an environment, time, tangible resources, and support would be provided to teachers for meaningful career enhancement activities. Teachers would have opportunities to work together and with their higher education counterparts to develop and evaluate programs.
Both directly and through their participation. Once the relationship between the school and the college has been established, the teachers acquire leverage outside their classrooms and schools. The college connection enables teachers to redefine their roles and increase their responsibilities beyond the walls of their classrooms without leaving classroom teaching….
The school workplace would encourage teachers to become leaders and mentors for their colleagues and reward them for doing so. The type of close-knit K partnership proposed here offers new opportunities for districts and institutions of higher education to work together in ways that both extend and transcend their traditional roles in the education of science and mathematics teachers.
The most common pattern of interaction has been for colleges and universities to take primary responsibility for preservice education and overseeing student teachers. Although classroom teachers may have more direct contact with student teachers or teacher interns, final responsibility for assigning grades and awarding certification usually has rested with institutions of higher education. Once students are graduated and certified, schools and districts then assume responsibility for induction programs and professional development.
While colleges and universities may be better equipped to offer practicing teachers better opportunities to learn their subject matter more deeply and to engage in a more intellectual focus on education issues, few have formal agreements with school districts to do so. Under the proposed partnership, this segregation of responsibilities could disappear, for the most part.
Master classroom teachers could work together with college faculty in providing high-quality undergraduate courses that integrate content, pedagogy, and educational theory. At the same time, these courses could be more grounded in actual classroom practice and be offered at the sites where preservice students undertake their practicums and other student teaching experiences. Master teachers also could work with scientists and mathematicians who teach primarily content-based courses to help these college-level faculty members focus on appropriate content and better model effective classroom teaching.
Improvement of pedagogy in undergraduate courses would benefit all students, majors and non-majors. Close interaction among institutions also would allow preservice programs to vest greater responsibility for student teaching experiences in partner schools and districts. Contractual agreements would specify the level of service e. These agreements also would specify the funding that each partner would commit—to support these and other endeavors of the partnership.
The partnerships envisioned here also would provide school districts with opportunities to improve their professional development programs in science, mathematics, and technology. In concert with their employing districts, teachers could earn academic credit and continuing education units at the two- and four-year colleges within their particular partnership or perhaps even within a system of connected partnerships whose teacher education programs are linked through information technology.
In contractual arrangements similar to those between higher education and industry, the institutions of higher education in partnerships could develop and offer ongoing, integrated professional development programs that are geared specifically to the needs of teachers of science, mathematics, and technology. Many college faculty have the expertise, facilities, and equipment necessary to offer to practicing teachers the kinds of higher level courses that they need to gain much deeper knowledge and understanding of the subject matter they teach.
Experienced teachers are likely to be ready for such courses; i. Some combination of faculty from the life and physical sciences, schools of education, and master teachers could stimulate levels of professional and intellectual growth that would be nearly impossible for achieve from other, similar programs offered only by districts or institutions of higher education alone. The awarding of appropriate academic credit is particularly important for teachers who may not have specific teaching credentials in science, mathematics, and technology but who are expected to teach these subjects anyway e.
For these teachers, undergraduate-level courses in science, mathematics, or engineering may be most appropriate.
A Vision for Mathematics - Educational Leadership
However, because these teachers already have earned bachelors degrees, some states will not permit them to receive continuing education credits by enrolling in undergraduate courses. Graduate-level courses could be seen as a solution; however, as currently offered, they may not provide teachers with the kind of education and professional development that would best serve their needs.
The integrated programs that partnerships could develop and offer to experienced teachers might address the problem not only by offering appropriate courses to teachers but also by assuaging official concerns about whether the credits they would obtain would reflect appropriate academic levels of study. Teachers in the partnership districts also could engage in research projects in their disciplines by working with college faculty who are involved with the partnership or with undergraduate or graduate students who are engaged in disciplinary or interdisciplinary research.
Teachers also could have increased opportunities to undertake research related to the improvement of science, mathematics, or technology education. For example, the partnership could arrange for undergraduate students to work with children in the partnership schools and also establish ways for teachers to share scientific equipment, computing facilities and software, mathematical manipulatives, and other resources owned by the higher education partners. In some cases, college faculty also could benefit by using equipment, such as mathematical manipulatives, that may be more commonly found in the K schools in the partnership.
A portion of the funding dedicated to the partnership would need to be set aside to provide teacher participants in this research from both the K and higher education partner institutions with sufficient time to plan, work with undergraduate or graduate students, and evaluate the efficacy of their work. Clearly, as outlined above, new approaches to and sources of funding would be needed for this model of teacher education. Such funds could be realized from several sources, including those normally set aside by school districts for inservice training of teachers, although, in some school districts, the amount of funds set aside might need to be increased, in recognition of the importance of professional development.
Support could be sought from locally based businesses and industries that have publicly acknowledged the importance of science, mathematics, and technology education and possibly even funded such improvements in the past. Support also could be sought from state and federal agencies through existing grant programs e. Because the professional development of teachers should parallel the development programs that support people in other professions, the employers of teachers should view ongoing professional development enhancement as a core component of their commitment to their employees.
This commitment must include adequate financial support. Financial support from school districts should be an integral component of any budget created for partnerships.
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The CSMTP emphasizes that, as professionals, teachers should not be expected to pay for programs that are professionally mandated. In addition to making more seamless teacher education programs possible, carefully and thoughtfully designed partnerships can provide numerous other benefits to the people and institutions. These include. Coordination of efforts to recruit students to science and mathematics teaching. For science and mathematics, teacher shortages appear to be localized, at least at the moment Darling-Hammond, personal communication with the committee.
In addition, Feistritzer et al. This suggests that, through a coordinated effort, partnerships involving local school districts could be especially effective in attracting graduates of local. Note that when this report was being prepared for publication, the U. Congress had been debating whether to maintain Eisenhower funds for professional development of teachers exclusively in science and mathematics or to make the funds more widely available to professional development in other subject areas.
Early Mathematics Task Force
It is not unreasonable to expect that students of schools participating in partnerships would already have experienced the kinds of teaching that would lay the groundwork for them to go on to become effective teachers themselves. The coordinated teacher education programs provided by the partnerships envisioned here would assist these students in becoming particularly well-qualified teacher candidates.
In addition, through programs and incentives, partnerships could become important catalysts that encouraged high-achieving local students to consider careers teaching science, mathematics, or technology.
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