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SmallerProgram Description: The Graduate Certificate in Elementary Mathematics Teacher Leadership program is designed to prepare elementary teachers to serve as school- and district-level mathematics teacher leaders. The program emphasizes the development of elementary teachers' knowledge of mathematics content and mathematics pedagogy and skills in mathematics teacher leadership.
Rationale: The National Council of Teachers of Mathematics states that the designation and the support of school- and district-level mathematics teacher leaders are essential to the improvement of mathematics instruction and achievement for all students. Mathematics teacher leaders should be knowledgeable about mathematics, the mathematics curriculum, and mathematics pedagogy; promote excellence in mathematics education for all students; and be visionary agents of positive change, knowledgeable about state and national standards, aware of current research, and able to translate these standards and this research into classroom practice. They should also be able to serve as informed resources in the areas of curriculum design, instructional strategies, student and program assessment, professional development, and the development of partnerships with the broader community (NCTM, 2000).TheGraduate Certificate in Elementary Mathematics Teacher Leadership program is designed to prepare elementary teachers to serve as such leaders and be recognized for their special preparation.
Educational Objectives: The primary goal of the Graduate Certificate in Elementary Mathematics Teacher Leadership program is to prepare dedicated elementary teachers to lead reform efforts in mathematics education.
The educational objectives for the Graduate Certificate in Elementary Mathematics Teacher Leadership program are:
1. Develop elementary teachers' knowledge of mathematics content.
2. Develop elementary teachers' knowledge of mathematics pedagogy.
3. Develop elementary teachers' skills in mathematics teacher leadership.
Proposed Sequence of Courses: The proposed course sequence consists of five courses.
Required courses (9 credit hours):
MATHS 514 Alg Fns Tch (3)
MATHS 690 C I Math Ed (3)
MATHS 697 Lead Math Ed (3)
One additional mathematics content course from the following (3 credit hours):
MATHS 517 Nmbr Sys Tch (3)
MATHS 542 Geo Meas Tch (3)
MATHS 623 Data Anl Tch (3)
One additional mathematics pedagogy course from the following (3 credit hours):
MATHS 631 Tech Mth Tch (3)
MATHS 632 Assmt Mth Ed (3)
MATHS 691 Dev Rem Math (3)
MATHS 693 P S Com Strat (3)
MATHS 694 Res Math Ed (3)
MATHS 695 Learn Th Mth (3)
Course Descriptions:
MATHS 514: Algebra and Functions for Elementary and Middle School Teachers (3 credits).
Algebra as the study of patterns, as a symbolic language, as a tool for problem solving, as the study of functions, as generalized arithmetic, and as a way of modeling physical situations. Also, issues related to teaching.
MATHS 517: Number Systems and Number Theory for Elementary and Middle School Teachers (3 credits). Number systems, properties and characteristics of classes of numbers, number sense, number theory, operations and their relationships, and algorithms.
MATHS 542: Geometry and Measurement for Elementary and Middle School Teachers (3 credits). Students will develop visualization skills; identify two- and three-dimensional shapes and know their properties; connect geometry to other mathematical topics; research historical topics relevant to elementary and middle school geometry.
MATHS 623: Data Analysis and Probability for Teachers (3 credits). Students will select and use appropriate statistical methods to analyze data, develop and evaluate inferences and predictions that are based on data and understand and apply the basic concepts of probability.
MATHS 631: Technology for Mathematics Teachers (3 credits). Modeling, computational, and communications tools used in teaching mathematics.
MATHS 632: Assessment in Mathematics Education (3 credits). Issues related to assessment in mathematics education and the relationship of assessment to curriculum and instruction. Examination of various types of assessments administered in mathematics classrooms, as well as large-scale local, national, and international assessments.
MATHS 690: Curriculum and Instruction in Mathematics Education (3 credits). This course will focus on the mathematics curriculum, with emphasis on current issues and trends and on teaching strategies, with emphasis on standards-based teaching. Looking at mathematics curriculum from a K-12 perspective, we will work on understanding these recommendations in light of previous mathematics curriculum experiences.
MATHS 691: Developmental and Remedial Instruction in Elementary and Middle School Mathematics (3 credits). Materials and methods used in developing conceptual understanding of mathematics for all students in elementary and middle school. Includes assessment and remediation techniques.
MATHS 693: Problem Solving and Communication Strategies in Mathematics (3 credits). Development of problem-solving strategies and skills for teachers and their students. Oral and written communication strategies to promote problem solving and mathematical reasoning in student-centered mathematics classrooms.
MATHS 694: Research Methods in Mathematics Education (3 credits). Research analysis and methodology in mathematics education.
MATHS 695: Learning Theories in Mathematics Education (3 credits). In-depth study of learning theories; discussing the psychology of mathematics learning (i.e. what we know about the ways in which students learn mathematics). These issues will be discussed from a "teacher's perspective," looking for classroom implications of our knowledge about children's mathematical thinking.
MATHS 697: Teacher Leadership in Mathematics Education (3 credits). Development of strategies and skills for teacher leadership in mathematics education, with a focus on models for professional development of mathematics teachers.
How the Proposed Course Sequence will meet the Educational Objectives: The Graduate Certificate in Elementary Mathematics Teacher Leadership program consists of five courses. The program reflects a selection of courses from the current MA In Mathematics Education, Option 1: Elementary and Middle School Mathematics. Each of the three required courses addresses one of the educational objectives: MATHS 514 addresses objective #1, MATHS 690 addresses objective #2, and MATHS 697 addresses objective #3. MATHS 514 is designated a required mathematics content course because of the current focus in mathematics education on developing teachers' and students' algebraic reasoning. MATHS 690 is designated a required mathematics pedagogy course because of its focus on curriculum and instruction. Furthermore, it is a required course for the MA in Mathematics Education, which will be beneficial to teachers who decide to work toward the degree in addition to the Certificate. MATHS 697 may be considered the capstone course for the Certificate although it is not necessary that students take all the other courses first.
Statement Outlining Who Will Administer the Program: The certificate will be administered through the Department of Mathematical Sciences by the Advisor the MA in Mathematics Education.
Curriculum Criteria:
1. No transfer credit will be allowed.
2. The certificate program may be earned on campus or through special arrangements off campus.
3. Only members of the Graduate Faculty will teach courses included in the certificate program.
4. No course with a grade below C– can be counted toward the certificate.
5. Students must achieve a 3.0 GPA in the certificate program to receive the certificate.
6. The student's official transcript will contain a listing of the courses as well as a statement of completion of the certificate.
7. Students will receive a printed certificate acknowledging their completion of the program.
Admission Requirements:
1. Applicants must meet the regular admission requirements of the Graduate School; hold a current elementary, middle school, or special education teaching license; and have at least one year of elementary teaching experience.
2. Students who are currently enrolled in the Graduate School and who wish to pursue this certificate must apply for admission to the program before six of the credits are completed.
Contact Information
Dr. Sheryl L. Stump
Associate Professor of Mathematical Sciences
Department of Mathematical Sciences
Ball State University
Muncie, IN 47306
765-285-8662
sstump@bsu.edu
