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 02138
Mathematics Education Program
Handbook
The Mathematics Education Program Handbook is provided to describe and inform the student of the theo-ry 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 De-partment of Elementary and Secondary Education (DESE).
Students may access the electronic version of licensure program handbooks through the Cambridge Col-lege website <http://www.cambridgecollege.edu/student/>.
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.
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
The ILP Faculty Advisor 29
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
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 back-grounds 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 pro-cedures 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 compe-tence 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 as-sessing 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), mid-dle (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.
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 chal-lenging 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 com-prehensive 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 ab-sorbing 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 in-adequate 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.
3. The blend between structured and unstructured activities will affect the learning outcomes. 4. Being and feeling part of a learning community enhances learning.
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 ex-amples 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 (student-centered, 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 ex-ample, 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 communi-cation.
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 perfor-mance.
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 can-didates’ learning styles and needs. This means faculty not only have to be aware of the existence of differ-ent learning styles, but should practice strategies in the classroom that work best for these differdiffer-ent learning styles.
Theoretical Foundations
The Mathematics Program’s teaching and learning model is derived from fundamental assumptions ema-nating from our extensive experiences in working with adults; theories of learning and growth; and the les-sons 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 learn-ing, 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 learn-ing styles, but should practice strategies in the classroom that work best for these different learnlearn-ing styles.
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 compe-tence 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 fu-ture and for the fufu-ture 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 AssessmentThe 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.
• To develop and enhance skills, competencies, attitudes, values, and habits of mind which ena-ble 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.
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
experi-ences 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 fel-low 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 ap-proach and reflected by candidates:
• satisfying the requirements of the Massachusetts State Department of Elementary and Second-ary 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.
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 Pro-cess. 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 Stand-ards. 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
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
Universality of language Structure: A formal course
2. 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 lead-er acts as a facilitator, advisor, organizlead-er, and shaplead-er 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 ab-stract 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, peo-ple and topics) as possible for these chances to multiply.
Structure: Workshops, colloquia, and gatherings, chance meetings, and conversations with faculty and students
RATIONALE AND OBJECTIVES
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 require-ments 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 world-class 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 lan-guage 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 train-ing teachers in improvtrain-ing mathematics instruction for all children. The content and processes of the math-ematics course work reflect the curriculum and evaluation standards published by the National Council of Teachers of Mathematics (NCTM), and the Massachusetts Mathematics Curriculum Frameworks (Massa-chusetts 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 rela-tionships. Patterns that involve quantity and space; patterns that involve space is geometry; while general-ized 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 profession-al 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 ex-hibit their full potential in mastering mathematics concepts and skills.
4. Each person will effectively function as a teacher of children from diverse backgrounds and with diverse needs.
5. Each person will develop his/her mathematics content and teaching skills to be affirmed as a dy-namic 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 mathe-matics.
ADMISSION TO THE PROGRAM
Entrance Interview:
The objectives of the entrance interview are:
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 Ad-ministration 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 communica-tion skills. Communicacommunica-tion skills will be assessed according to the following criteria: organizacommunica-tion and clar-ity of thought, the abilclar-ity 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 ac-credited 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.
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 gradu-ate 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 orien-tation session conducted by the Dean of Student Services, College Administrators and Program Chair-persons.
Special Circumstances:
Candidates who earned the equivalent of a bachelor's degree in a country outside the U.S. must have tran-scripts evaluated for U.S. Bachelors Degree equivalency by the Center for Educational Documentation (617-983-5232).
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 Mathe-matics 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 pro-gram interests and qualifications. Student names are then referred to the Propro-gram 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 Ad-visor 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 as-signed 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 selec-tion 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.
Program Admissions Application Review
Cambridge CollegeMathematics Education (Levels: 1-6; 5-8; or 8-12) Program Admissions: Application Review
Applicant______________________________________________ Date ______________ Letters of
Rec-ommendation
Personal Statement Academic Requirements Students must submit 3 letters of recommendation Point System 3 points – Three strong references or recommenda-tions 2 points – 2 strong, 1 accepta-ble 1 point – 1 strong 2 acceptable 0 points – none of the 3 are strong
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; express-es strong interexpress-est and professional commit-ment; special reference to the college’s pro-gram 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
____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 Transfer Credits – If you wish to transfer credits for courses you have taken that match our courses please attach the
Trans-fer Credit form
from the Admis-sions booklet.
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
Applicant Total Points _____
Applicant Signature_________________________ Reviewer’s name ____________________________ Signature______________________________________ Dept.
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 waiv-er 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 Lit-eracy 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 de-sired 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 focus-ing on the skills necessary to achieve a passfocus-ing score. These workshops are offered to students at an addi-tional 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, dis-play 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 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 (Pre-service 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 33 credits.
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 (Pre-service Performance Assessment for Practicum) for skills to evaluate the student’s 300 hour practicum per-formance. The College Supervisor and the field based Supervising Practitioner will evaluate students ac-cording to this State Standards Assessment Form (PPA)
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 Cam-bridge College, (Levels:1-6; 5-8; or 8-12), they must complete a total of 14 graduate level courses (38 se-mester 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 doc-ument.
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 pre-practicum 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 mathe- matical 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 un-derstanding.
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 opera-tions.
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, struc-tures, 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 elemen-tary 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)
Demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.
Apply and use measurement concepts and tools. 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 com-pleted 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 cur-rent teachers of ELLs, AND students who are candidates for licensure. (Note: The administrator who eval-uates 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 2014. 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 Endorse-ment. You will apply simultaneously for both the ESL License and the SEI EndorseEndorse-ment.
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:
test results and Program Chair’s recommendation, selected lower level mathematics courses may be re-quired before initial licensure courses can be taken.
Required Content Courses Mathematics Level: (1-6)
EME 691N, 692N, 693N Professional Seminar in Mathematics 6 cr
EME 800 Independent Learning Project 3 cr
MAT 603 Arithmetic to Algebra: Developing Mathematics Patterns & Ideas 3 cr
MAT 605 Technology in Mathematics Learning & Teaching 3 cr
MAT 607 College Algebra 3 cr
MAT 609 Euclidean Geometry 3 cr
MAT 615 History of Mathematics 3 cr
MAT 618 Mathematics Essentials 3 cr
MAT 621 Data Analysis 3 cr
MAT 623 Teaching Numerical & Geometric Structures 3 cr
MAT 790 Practicum in Mathematics 3 cr
MAT 791 Practicum Seminar 2 cr
Total Credits 38 cr
Mathematics Level: (5-8)
EME 691N, 692N, 693N Professional Seminar in Mathematics 6 cr
EME 800 Independent Learning Project 3 cr
MAT 603 Arithmetic to Algebra: Developing Mathematics Patterns & Ideas 3 cr
MAT 605 Technology in Mathematics Learning & Teaching 3 cr
MAT 607 College Algebra 3 cr
MAT 609 Euclidean Geometry 3 cr
MAT 615 History of Mathematics 3 cr
MAT 611 Calculus I 3 cr
MAT 613 Discrete Mathematics 3 cr
MAT 623 Teaching Numerical & Geometric Structures 3 cr
MAT 790 Practicum in Mathematics 3 cr
MAT 791 Practicum Seminar 2 cr
Total Credits 38 cr
Mathematics Level: (8-12)
EME 691N, 692N, 693N Professional Seminar in Mathematics 6 cr
EME 800 Independent Learning Project 3 cr
MAT 611 Calculus I 3 cr
MAT 615 History of Mathematics 3 cr
MAT 625 Number Theory 3 cr
MAT 627 Abstract Algebra 3 cr
MAT 629 Non-Euclidean Geometry 3 cr
MAT 631 Calculus II 3 cr
MAT 633 Probability & Statistics 3 cr
MAT 635 Applied Mathematics 3 cr
MAT 790 Practicum in Mathematics 3 cr
MAT 791 Practicum Seminar 2 cr
Total Credits 38 cr
SUGGESTED PROGRAM SEQUENCE
Master of Education Leading to Massachusetts INITIAL LICENSURE Mathematics (1-6, 5-8, or 8-12)
For licensure: 38 credits, 4 terms – Without licensure: 33 credits, 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 terms @ 2 credits 6 credits
Includes clinical journal, assessments, professional growth plan. EME800 Independent Learning Project 3 credits
Initial Licensure Courses (24 credits)
Take courses for your licensure level . . . ………1-6 . . . 5-8. . .8-12
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. 0 credits Pass all required courses.
MAT790 Practicum in Mathematics– 300 hours. 3 credits
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.
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 TermEME691N, 692N, 693N Professional Seminar. start in first term Take Communication & Literacy test (MTEL). first term EME800 Independent Learning Project . 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
Admission requirements: Bachelor’s degree and other general requirements (see Admission). Applicants for
levels 5-8 and 8-12 must take a Cambridge College math placement test. Based on test results and Program
Chairperson’s recommendation, selected lower level math courses may be required before initial licensure courses.
Program subject to change: As Massachusetts requirements for licensure change, the College reserves the right
to alter the program.
Prospective students are responsible for:
Checking with the appropriate state licensure entity to determine whether this program is accepted for their licensure needs. Discussing options for licensure practicum with the program chairperson or regional center director prior to enrollment
CURRICULUM
Professional Seminar – Unique Features
The Professional Seminar (Pro Sem) is the signature learning structure in the Cambridge College teach-ing/learning model. It is a collaborative learning community based on the premise that faculty and stu-dents learn together since no one individual knows what all individuals in the group know. The Pro Sem grounds learning in a cohort group of students with a faculty leader. In this group learning setting, where adults come with so many experiences, the collective knowledge is so vast that the interactions and the synergy result in the generation of knowledge that is more than the sum of the constituents. The objective and the duty of a Professional Seminar Leader is to make that synergy possible and at the same time to maintain the individuality of each learner in the group.
It is commonly agreed upon that no teacher of mathematics can make positive change in providing chal-lenging learning opportunities in a classroom if he or she works continuously in isolation. Each mathe-matics teacher needs to belong to a professional learning community of other mathemathe-matics teachers and share experiences, knowledge and skills on a regular basis. Without constant support many mathematics teachers will fall back on past practices of what they may have observed or experienced in isolation. The full development of a teacher of mathematics is dependent on the process of equilibration between individual experiences and the socially constructive experiences. This tension between the two extremes leads the individual to ask questions and this sets the process of learning in motion. As a result the Pro Sem Leader designs class activities where members of the class ask questions about the nature of learning, knowledge, and teaching. Here is where professional growth, leadership, management, and reform are analyzed and discussed. This process results in knowledge about the teaching and learning of mathemat-ics being internalized and the participants reflecting on the things that they do and more importantly, why they do them in the first place.
The Pro Sem is a forum for discussion of professional standards for educators, licensure requirements and process, and the job search. It also links students with wider networks in the field. Students integrate their learning from classes, workshops, and experience. Transformed by the resulting knowledge, compe-tencies, attitudes and values, students become reflective practitioners and lifelong learners.
PROFESSIONAL SEMINAR ACTIVITIES
Pro Sem is taken concurrently with other courses over a three semester period of time. The following, briefly describes selected major activities for each of the three seminars:
I. First Semester: The curriculum for the Professional Seminar emphasizes the formation of the group, the development of a deep understanding of schooling, numeracy, literacy, learning, and the setting of rigorous expectations. Students become aware of prevalent and current learning theories. They reflect on their own schooling and learning styles. They are challenged to mo-tivate all children to learn mathematics. In addition, comprehensive writing exercises are un-dertaken to support and to deepen learning; to understand and meet standards; and to prepare for the culminating ILP. The focus of their ILP is on mathematics topics of high interest to fu-ture teachers of mathematics. Later, students are challenged to develop strucfu-tured lessons for children that are comprehensive and aligned with National and State Mathematics Standards.
II. Second Semester: The activities for the Pro Sem focus on ethical and legal issues for teach-ers. In addition to understanding contemporary issues, future teachers of mathematics will come to an understanding of how ethical issues, the search for fairness and justice, are power-ful drivers of learning in and of themselves. They will also participate in activities for creating vision, goal setting, priority setting, allocating resources, and analyzing the teaching and learn-ing process in mathematics education. At this time, students further their work on their ILPs. III. Third Semester: The emphasis for the Pro Sem is on the need for ongoing
lifelong learning, professional development, and parent/community participation. The availability of mentoring, collaborative planning, and professional development are key elements of maintaining and “growing” a
faculty. Likewise a school’s or district’s attitude of openness to parents and community be-come a variable in the effectiveness of the school. This term also marks the due date for the ILP.
More specifically, the suggested topics for discussion in the Professional Seminar are as follows: PROFESSIONAL STANDARDS
• Adult Learning: What is adult learning? How do we facilitate it? Theories of adult learning and how these theories impact organizations.
• Professionalism: What does it mean to be a professional? Understands his/her legal and moral re-sponsibilities.
• Diversity: Different modalities, role of culture and diverse backgrounds on learning; learning and thinking styles. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.
• Leadership: How to foster and develop leadership in self and others? Leadership styles.
• Communication: How to effectively communicate in writing and verbally with students, parents, and administrators.
• Group Facilitation: How to facilitate meaningful activities with small and large groups of indi-viduals.
• Teaching, Learning, and Curriculum: How to communicate high standards and expectations in delivering effective instruction.
• Knowledge Acquisition and Levels of Knowing: Plans with clear objectives and relevant meas-urable outcomes.
• Professional Writing: Valuing the writing process and increasing one’s writing skills.
• Conflict and Its Resolution: How does a teacher effectively deal with classroom conflict situa-tions and move towards a positive resolution of that conflict.
• Technology: Its role in learning and teaching and management of organization. • Identifying Standards of Teaching Excellence:
• Independent Learning Project (ILP): Problem identification, define and redefine; use of non-linear, brainstorming, and mind-mapping. Research skills: use of library resources, use of com-puter database, plan and organize ILP, use people resources, present research in oral and written form, inductive and deductive reasoning.
Skills and Competencies
• Thinking and Problem-Solving Skills:
1. ability to define, and re-define problems of all types 2. ability to use inductive and deductive thinking strategies
3. ability to use non-linear thinking strategies (i.e. lateral thinking, brainstorming, mind-mapping)
4. ability to use creative thinking strategies (use metaphors, models, synectics thinking) • Organization and Time Management:
1. ability to manage time (i.e. complete required work, engage in short and long range plan-ning)
2. ability to organize work • Application Skills:
1. ability to apply theories to “real world”
2. ability to evaluate the impact of theory-applications • Collaborating with Parents:
1. establishing a good rapport 2. available services and placement
3. helping parents join the educational team • Sell –Assessment, Goal Skills:
1. identify one’s strengths and weaknesses as a learner 2. identify one’s learning style
3. identify one’s professional strengths and weaknesses 4. set goals based on the above
• Group Process Skills:
1. identify one’s abilities to participate actively in group learning activities 2. identify one’s group leadership abilities
3. identify one’s ability to take risks in group situations
4. identify one’s ability to take responsibility for one’s own learning in group situations
• Self-Presentation Skills:
1. ability to communicate orally
2. ability to communicate ideas in writing
The Professional Seminar strives to inculcate the skills, competencies, knowledge, behaviors and attitudes through different learning and teaching modalities. Some skills and knowledge are acquired by the help of experts in that area. Some skills and knowledge are acquired through independent study. Still other skills are acquired through group process, where each one of the participants shares his/her experiences and perspectives. Professional Seminar is a cohort group activity, where the group determines the content and the Professional Seminar Leader provides the process.
INDEPENDENT LEARNING PROJECT (ILP)
The Independent Learning Project (ILP) is a culminating learning experience for the students at Cam-bridge College. Two major objectives of this activity are: to help students integrate their personal and formal learning and professional experiences into a meaningful whole; and to engage the student in sus-tained research, formalizing their philosophy, and synthesizing their experience. The Pro-Sem Leader ad-vises candidates and provides guidance in designing learning experiences that support the development of the ILP and the transition into the professional field of work.
General Expectations of the ILP
The faculty at Cambridge College has the following expectations concerning the ILP: • It is research and action based.
• It has definite focus and concentration. (A student planning to be an educator will plan to write an ILP that provides well articulated research for the school classroom.)
• Process: In the first term of Professional Seminar, the student makes a proposal for the ILP in the seminar and explains the reasons and purpose, and defends the proposal in front of the group. The group helps the student formulate and formalize the proposal and provides sugges-tions for improving it and continues to provide support.
• The project continues throughout the second and third semesters and its ideas are implemented during the Practicum/Clinical experiences.
• Its outcomes/learnings are based on the student’s professional and Practicum/Clinical experi-ences.
• It integrates the theoretical and practical experiences.
• It will provide on-going utility to the professional and/or the personal development of the can-didate.
• It will demonstrate the competencies of the candidate in the following areas: -Identifying topics or issues to be researched.
-Collecting, organizing and interpreting data from journals, books, professional publications, and databases
-Interpreting data
-Making inferences based on data collected
-Identifying resources that are useful in addressing topics or issues identified -Utilizing time-management skills
-Utilizing critical thinking and professional writing skills
• It should be rewarding and exciting for the mathematics education candidate • It should reflect a commitment to the growth and development of the candidate
• It will be a creative enterprise that not only makes use of the current skills of the candidate, but also enables the candidate to develop new skills (e.g., data-collection techniques, research skills, use of information networks, etc.)
• All phases of the ILP project will be accessible to the faculty advisor for monitoring, review-ing, offering feedback and evaluating.
Student ILP Outcomes
• Understands how to identify a research project;
• Demonstrates research methods in educational practice; • Can integrate theory and practice;
• Demonstrates writing skills in professional settings;
• Synthesized ideas, opinions, theories, and approaches relating to a topic; • Collects information, takes suggestions, and integrates ideas;
• Shows a capacity for sustained effort in solving a problem; • Demonstrates the ability to present, defend, and persuade. The ILP Faculty Advisor
The Professional Seminar Leader is the primary ILP advisor. On some occasions, he/she might call upon other faculty members to read portions of the ILP if the topic selected is highly specialized and falls out-side the area of his/her expertise. He/she will be responsible for ultimately making a judgment about the quality of the ILP. The Program Chairperson or Dean as part of Cambridge College’s commitment to quality control might also review the ILP. The faculty advisor is responsible for awarding final credit for the ILP.
PRACTICUM COMPONENT Pre-Practicum Requirement
All students enrolled in the Mathematics Education (Levels: 1-6; 5-8; or 8-12) Initial Licensure Pro-grams must complete pre-practicum field-work experiences totaling a minimum of 90 hours. Students must complete a Pre-Practicum Log, complete with signatures of their Professional Seminar leader and include it in their practicum portfolio. The pre-practicum early field based experiences must satisfy the criteria of being with a variety of diverse learners, integrated into courses or seminars that address either the Professional Standards for Teachers as set forth in 603 CMR 7.08 or the Professional Standards for Administrators as set forth in 603 CMR 7.00.
Students enrolled in the Level: (1-6) Program must complete 15 hours of pre-practicum experience in each of the following six courses in their program: MAT 605 Technology in Math Learning and Teach-ing; MAT 607 College Algebra; MAT 609 Euclidean Geometry; MAT 615 History of Mathematics; MAT 621 Data Analysis; and MAT 623 Numerical & Geometric Structures.
Students enrolled in the Level: (5-8) Program must complete 15 hours of pre-practicum experience in each of the following six courses in their program: MAT 605 Technology in Math Learning and Teach-ing; MAT 607 College Algebra; MAT 609 Euclidean Geometry; MAT 615 History of Mathematics; MAT 611 Calculus I; and MAT 613 Discrete Mathematics.
Students enrolled in the Level: (8-12) Program must complete 15 hours of pre-practicum experience in each of the following six courses in their program: MAT 625 Number Theory; MAT 627 Abstract Alge-bra; MAT 629 Non-Euclidean Geometry; MAT 631 Calculus II; MAT 633 Probability & Statistics; and MAT 635 Applied Mathematics.
