montana board of regents · web viewlevel ii proposals entail substantive additions to, alterations...

STATE OF MONTANA

PROPOSAL

TO INITIATE A NEW, EXPANDED, COOPERATIVE, OR OFF-CAMPUS INSTRUCTIONAL PROGRAM

Submitted by:

THE UNIVERSITY OF MONTANA, MISSOULA

Arts and Sciences Mathematical SciencesEducation and Human Sciences Curriculum and Instruction Names of Colleges Names of Departments

A NEW, EXPANDED, COOPERATIVE, OR OFF-CAMPUS INSTRUCTIONAL PROGRAM LEADING TO:

Master of Arts in Teaching Middle School Mathematics (MATMSM)Certificate, Associate, Bachelor's,Master's. or Doctoral Degree(give complete name of degree)

Summer 2011

Proposed Starting Date

THE DEVELOPMENT OF THIS PROPOSAL HAS BEEN APPROVED BY:

____________________________________ _________________________________Department Chair, Mathematical Sciences Date Dean, College of Arts and Sciences Date

____________________________________ _________________________________Department Chair, Curriculum & Instruction Date Dean, College of Education & Hum Sci Date

____________________________________ _________________________________Graduate Dean Date VP Administration and Finance Date

____________________________________ _________________________________Provost/VP Academic Affairs Date President Date

2

M O N T A N A B O A R D O F R E G E N T SLEVEL II REQUEST FORM

Item Number: - -R Date of Meeting: Institution: The University of Montana - Missoula CIP Code Program Title: Master of Arts in Teaching Middle School Mathematics (MATMSM)

Level II proposals require approval by the Board of Regents.

Level II action requested (check all that apply): Level II proposals entail substantive additions to, alterations in, or termination of programs, structures, or administrative or academic entities typically characterized by the (a) addition, reassignment, or elimination of personnel, facilities, or courses of instruction; (b) rearrangement of budgets, cost centers, funding sources; and (c) changes which by implication could impact other campuses within the Montana University System and community colleges. Board policy 303.1 indicates the curricular proposals in this category:

1. Change names of degrees (e.g. from B.A. to B.F.A.)2. Implement a new minor or certificate where there is no major or no option in a major; 3. Establish new degrees and add majors to existing degrees;4. Expand/extend approved mission; and 5. Any other changes in governance and organization as described in Board of Regents’

Policy 218, such as formation, elimination or consolidation of a college, division, school, department, institute, bureau, center, station, laboratory, or similar unit.

Specify Request:

The Department of Mathematical Sciences at The University of Montana proposes to create a new Program, the Master of Arts in Teaching Middle School Mathematics. This would allow teachers who are certified to teach middle school mathematics with a K-8 teaching endorsement to acquire a graduate degree that expands their mathematical and pedagogical knowledge significantly to a level that meets current recommendations of both national and international mathematics educators.

3

L E V E L I I B O A R D O F R E G E N T S I T E M S

CURRICULUM PROPOSALS

1. OverviewThe proposed program was suggested by statewide task force formed to improve the teaching of mathematics and science in Montana. The fact that middle school teachers of mathematics often have a K-12 teaching endorsement that requires only two courses of mathematical content and one course in pedagogy led to concerns when teachers are required to meet the standards that are being advocated in today's mathematics curriculum. This program, unique to Montana, was designed to address that concern. (A more detailed justification of the program is attached.)

2. Provide a one paragraph description of the proposed program. Be specific about what degree, major, minor or option is sought.Middle School Teachers in the MATMSM Program will learn mathematics content and pedagogy to provide them with skills and expertise to teach middle school students appropriate mathematics. The program of 24 core credits and 6 elective credits includes a professional project that engages the student in action research about the teaching and learning of mathematics. One course specific to mathematics pedagogy is required. In addition, appropriate pedagogy and technology will be modeled in all courses. This innovative program can be completed during two summers and the included academic year. Components of this program are offered online with two summer sessions, each consisting of three courses. Summer courses involve face to face (FTF) sessions on campus.

3. Needa. To what specific need is the institution responding in developing the proposed program?

Teachers of middle school mathematics with a K-8 teaching certificate will be better served if they have an opportunity to increase their content and pedagogical knowledge in mathematics.

b. How will students and any other affected constituencies be served by the proposed program?The students of these teachers will also be better served by the enhanced opportunity to offer more choices and depth in the middle school mathematics curriculum.

c. What is the anticipated demand for the program? How was this determined?According to the Office of Public Instruction, it is estimated that approximately half of the middle school mathematics teachers in Montana do not have an adequate depth of preparation (in mathematics) to meet current standards of federal legislation.

4. Institutional and System Fita. What is the connection between the proposed program and existing programs at the institution?

The program extends the effort to enhance the mathematical preparation already offered to secondary mathematics teachers to teachers of middle school mathematics. Current graduate programs in mathematics require a major or minor in mathematics as a starting point, so teachers who majored in elementary or special education are not eligible for those programs. This new program offers a graduate degree in mathematics specifically for teachers who majored in elementary education or special education. The institution has the personnel and facilities to provide this program.

4

b. Will approval of the proposed program require changes to any existing programs at the institution? If so, please describe.No changes are expected except to offer more courses in sufficient number to allow students to complete the program.

c. Describe what differentiates this program from other, closely related programs at the institution (if appropriate).With current programs, K-8 certified teachers are not eligible to obtain an advanced degree in the mathematical sciences. This program extends that opportunity.

d. How does the proposed program serve to advance the strategic goals of the institution?The program expands the commitment of The University of Montana in graduate education. It will aslo serve to build community through outreach and engagement. It will offer a much-needed service to the middle school students of Montana.

e. Describe the relationship between the proposed program and any similar programs within the Montana University System. In cases of substantial duplication, explain the need for the proposed program at an additional institution. Describe any efforts that were made to collaborate with these similar programs; and if no efforts were made, explain why. If articulation or transfer agreements have been developed for the substantially duplicated programs, please include the agreement(s) as part of the documentation.This program is unique in the Montana University System. The developers consulted with faculty at Montana State University for their input in the design of this program.

5. Program Detailsa. Provide a detailed description of the proposed curriculum. Where possible, present the

information in the form intended to appear in the catalog or other publications. NOTE: In the case of two-year degree programs and certificates of applied science, the curriculum should include enough detail to determine if the characteristics set out in Regents’ Policy 301.12 have been met.A program summary is attached.

b. Describe the planned implementation of the proposed program, including estimates of numbers of students at each stage.When advertised appropriately, we hope to attract 10-15 students each year, which we expect to continue for several years to come.

6. Resourcesa. Will additional faculty resources be required to implement this program? If yes, please describe

the need and indicate the plan for meeting this need.The anticipated size of the program will require no additional faculty.

b. Are other, additional resources required to ensure the success of the proposed program? If yes, please describe the need and indicate the plan for meeting this need.No additional resources are anticipated. The courses offered will be in the regular schedule of the departments involved.

7. AssessmentHow will the success of the program be measured?Reports of the progress of students in the program will be a part of the regular assessment of courses and programs that have been established for the units involved in its delivery.

5

8. Process Leading to SubmissionDescribe the process of developing and approving the proposed program. Indicate, where appropriate, involvement by faculty, students, community members, potential employers, accrediting agencies, etc.See the attached MATMSM Justification.

6

Level II Regential Form Attach to full proposal for level II changes.

I Summary of Proposed ChangesDepartment/program Mathematical SciencesSummary The Department proposes to create a new Program, the Master of

Arts in Teaching Middle School Mathematics. This would allow teachers who are certified to teach middle school mathematics with a K-8 teaching endorsement to acquire a graduate degree that expands their mathematical and pedagogical knowledge significantly to a level that meets current recommendations of both national and international mathematics educators.

II Preliminary Approval Type/Print Name Signature Date

Requestor: James HirsteinPhone X2661Department/Program Chair:

Leonid Kalachev, ChairMathematical Sciences

Other affected programs: Trent Atkins, ChairCurriculum & Instruction

Roberta Evans, DeanCollege of Education & Human Sciences

Dean Christopher Comer, DeanCollege of Arts & Sciences

Dean of the Library Bonnie Allen, DeanLibrary impact statement: Are the resources included in the proposal sufficient to adequately support the new program’s library needs? Initial Review in Provost’s Office III Type of Program Change (check X appropriate description)Create new degree; add new major to existing degree XXCreate minor or certificate where major does not exist Change name of degree IV Proposal (See instructions at http://www.umt.edu/provost/curriculum.htm)Attach the following: Full Proposal BOR Level II Program Change Request Item Template Cover/Signature PageV Copies and Electronic Submission Submit the complete Level II proposal to the Provost’s Office for preliminary approval. After all signatures have been obtained submit original, one copy, and an electronic file to the Faculty Senate Office, UH 221, [email protected],.edu

mailto:[email protected],.edu

http://www.umt.edu/provost/pdf%20&%20Word/Board%20of%20Regents/ItemTemplate%20Cover%20letter.dot

http://mus.edu/asa/docs/level_II_Template.dot

7

A PROPOSAL FOR THE INTRODUCTION OF A NEW GRADUATE PROGRAM

Master of Arts in Teaching Middle School Mathematics(MATMSM)

at The University of Montana

Justification

Program Summary

Descriptions of Courses

Course Additions and Changes Forms

M 500 Current Mathematical Curricula (prerequisite change)M 501 Technology in Mathematics for Teachers (prerequisite change)M 506 Topics in Integrated Mathematics and Science (new course)M 510 Problem Solving for Teachers (prerequisite change)M 570 Concepts of Calculus for Middle School Teachers (new course)M 572 Algebra for Middle School Teachers (new course)M 573 Geometry for Middle School Teachers (new course)M 574 Probability and Statistics for Middle School Teachers (new course)M 578 Discrete Mathematics for Middle School Teachers (new course)C&I 588 Action Research in Classrooms (new course)

Letters of Support

8

MATMSM Justification

In response to the national imperative to increase the quality, quantity, and diversity of mathematics and science teachers, a task force comprised of leading state educators in Montana was assembled on October 3, 2008. The task force is led by President George M. Dennison, The University of Montana, President Geoffrey Gamble, Montana State University, Commissioner Sheila Stearns, The Office of the Commissioner of Higher Education, and Denise Juneau, Montana Superintendent of Public Instruction. These leaders discussed the importance of galvanizing statewide leadership in order to assess how Montana can support and sustain education reform efforts regarding mathematics and science education. As a result, additional key stakeholders including faculty from tribal colleges, executive directors of State education associations, teachers and students from multiple Montana school districts, and business leaders throughout Montana communities are now part of the Montana Mathematics and Science Teacher Initiative (MMSTI) Steering Committee. This statewide network represents Montana’s commitment to improve collaboration and information exchange across multiple levels of state education agencies, businesses, private foundations, and state industries to ensure success for college and career readiness and civic engagement.

One of MMSTI’s primary objectives is to assess the skills, knowledge, and dispositions of mathematics and science teachers across the state. Under the direction of the MMSTI Steering Committee a needs assessment survey was distributed to the entire membership of the Montana Council of Teachers of Mathematics (MCTM). The results of this survey indicated a significant number of teachers thought that increasing content knowledge would improve instructional practices and enhance the rigor in teaching middle school mathematics. An example of this demand is reflected by the following quote from a Montana mathematics teacher, “At the middle school level I need more content knowledge…. I feel that content knowledge holds me back in expanding and making my lessons more engaging.” (MCTM Survey, 2009).

Further evidence supporting the need to enhance middle school content knowledge is evidenced in the policy implications section in The Preparation Gap: Teacher Education for Middle School Mathematics in Six Countries (Mathematics Teaching in the 21st Century, MT21, 2007):

We do recommend that discussions should be begun having to do with the amount of mathematics required in the training of middle school teachers. However, just as importantly, the belief that the preparation of future teachers might be done without any preparation in practical pedagogy seems unwise and should certainly be reconsidered. The fact that none of the five countries prepare their teachers in this way tells us something. The real question then is not whether such experiences are necessary but rather the nature and the extent of the learning opportunities in each of the three areas that should be available for future teachers. It is quite revealing that the countries whose students continuously perform well on the international benchmark tests have the teachers who have been trained with extensive educational opportunities in mathematics as well as in the practical aspects of teaching mathematics to students in the middle grades. (p. 42)

The Master of Arts in Teaching Middle School Mathematics intends to address these deficiencies

among current middle school mathematics teachers who have been prepared in programs for licensure in K-8 programs that do not emphasize the mathematical content and appropriate methodology for middle school students.

9

PROGRAM SUMMARYMaster of Arts in Teaching Middle School Mathematics (MATMSM)

Department of Mathematical SciencesThe University of Montana September, 2010

The Master of Arts in Teaching Middle School Mathematics degree addresses the specific need for highly qualified teachers of mathematics at the middle grades level. Students in this program learn mathematics content and pedagogy to provide them with skills and expertise to teach middle school students appropriate mathematics. The program is available mostly online, with a two-summer 3-week on-campus requirement and can be completed during two summers and the included academic year. Typically, students would take 10 credits in each of the three blocks, summer one, academic year, and summer two, but they could begin in any summer. The program overview follows:

24 Credit Core (all have online components; some have FTF components):Course Title Semester/formatM 500 (3 cr) Current Mathematical Curricula Spring onlineM 501 (3 cr) Technology in Mathematics for Teachers Summer 1 week FTFM 572 (3 cr) Algebra for Middle School Teachers Summer 1 week FTFM 573 (3 cr) Geometry for Middle School Teachers Summer 1 week FTFM 574 (3 cr) Probability and Statistics for Middle School Teachers Summer 1 week FTFM 570 (3 cr) Concepts of Calculus for Middle School Teachers Summer 1 week FTFC&I 542 (3 cr) Supervision and Teaching of Mathematics Summer 1 week FTFC&I 588 (3 cr) Action Research in Classrooms Fall online

Electives (6 credits):M 504 (R-12) Topics in Math Education (such as …)

Number Theory Fall or Spring onlineAnatomy of Curves Fall or Spring onlineHistorical Topics Fall or Spring online

M 506 (3 cr) Integrated Math/Science Fall or Spring onlineM 578 (3 cr) Discrete Math for Middle School Teachers Fall or Spring onlineM 510 (3 cr) Problem Solving for Teachers Fall or Spring online (3 cr) Cognate Field Course chosen with Advisor

Professional Paper:Students, under the direction of an advisor, are required to prepare a professional paper and give an oral presentation of the research topic chosen. This project will be planned and evaluated by a committee of at least three faculty that must include at least two from Mathematical Sciences and one from Curriculum and Instruction.

10

Proposed Rotation:Summer One Fall Spring Summer Two

M 573 (3 cr) C&I 588 (3 cr) online M 500 (3 cr) online M 570 (3 cr)M 574 (3 cr) Elective (3 cr) online Elective (3 cr) online M 572 (3 cr)C&I 542 (3 cr) M 501 (3 cr)

Students could take 9 credits each summer and 12 credits during the year to finish in two summers and one academic year (9-12-9). They could take a lighter load during the academic year and finish in two summers and two academic years (9-6-9-6).

Students can begin the program in any summer, so some beginning students will be attending summer classes with those completing the program as well as those starting the program (beginning in the second summer).

If the program grows to a significant number of students, there could be more electives offered each summer so the students would have a choice of more topics. The description given above assumes that three required courses are available every summer. These would need to be offered every second summer so students can finish the program in two years.

C&I 588 Action Research in Classrooms must be taken early in the students program. During and following the course, students will work on their final project during the school year with their advisor and committee, then present their results in the final term.

Teachers in MATMSM Program will learn mathematics content and pedagogy to provide them with skills and expertise to teach middle school students appropriate mathematics. One course specific to mathematics pedagogy is required. Another course focuses on classroom research. In addition, appropriate pedagogy and technology will be modeled in all courses. This innovative program can be completed during two summers and the included academic year. Components of this program are offered online with two summer sessions, each consisting of two or three courses. Summer courses typically involve one week of face-to-face (FTF) sessions on campus with online assignments completed later.

11

Descriptions of Courses in the MATMSM Program

September, 2010

M 500 Current Mathematical Curricula(current catalog description, new prereq.)Offered intermittently. Prereq., [teacher certification or consent of instructor]. Analysis of contemporary materials for secondary school mathematics: the goals, the mathematical content, alternative methodologies, and curriculum evaluation.

M 501 Technology in Mathematics for Teachers(current catalog description, new prereq.)Offered intermittently. Prereq., [teacher certification or consent of instructor]. Technology usage – when it is appropriate and when it is not. Experience is provided with scientific calculators, graphing utilities, computers, and identification of exemplary software.

M 504 Topics in Mathematics Education(current catalog description) Repeatable up to 12 credits.Offered intermittently. Prereq., teacher certification. Topics of current interest which may include calculus, number theory, probability and statistics, geometry, or algebra, at a level suitable for teachers.

Some recent examples include:

Anatomy of Curves. Analysis of equations and their corresponding curves in two- and three-dimensional coordinate systems: rectangular form, polar form, parametric form.

Number Theory. Topics in algebra selected from quadratic forms and elementary number theory. A variety of materials to explore the relationships in the multiplicative structure of the integers.

Historical Topics in Mathematics. Topics on how mathematical ideas have developed over time, how social, cultural, and historical factors impacted the development of mathematics, and how mathematics has contributed to society and human culture.

M 506 Topics in Integrated Mathematics and Science(new course) Repeatable up to 6 credits.Offered intermittently. Prereq., [teacher certification or consent of instructor]. Mathematical concepts and their applications in life sciences, astronomy, physical sciences, and environmental sciences.

12

M 510 Problem Solving for Teachers(current catalog description, new prereq.)Offered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Strategies for problem solving, problem posing in a variety of situations, modeling and applications. Problems are selected from various areas of mathematics.

M 570 Concepts of Calculus for Middle School Teachers(new course) 3 creditsOffered online in full-year format. Prereq., [teacher certification or consent of instructor]. A first course in differential and integral calculus. Concepts, definitions, properties, and elementary applications of the calculus of single-valued real variables.

M 572 Algebra for Middle School Teachers(new course) 3 creditsOffered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Topics include algebraic number fields, linear algebra topics, polynomials, and applications appropriate for teachers of middle school mathematics.

M 573 Geometry for Middle School Teachers(new course) 3 creditsOffered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Introduction to synthetic, analytic, vector, and transformational approaches to geometry. Includes topics in 2- and 3-dimensional geometry and measurement appropriate for teachers of middle school mathematics.

M 574 Probability and Statistics for Middle School Teachers(new course) 3 creditsOffered intermittently in summer. Prereq., [teacher certification or consent of instructor]. A survey of topics in probability and statistics appropriate for teachers of middle school mathematics.

M 578 Discrete Mathematics for Middle School Teachers(new course) 3 creditsOffered intermittently. Prereq., [teacher certification or consent of instructor]. Elements and operations of finite structures, combinatorics, recursion, graphs, matrices, and finite models appropriate for teachers of middle school mathematics.

13

C&I 542 Supervision and Teaching of Mathematics (existing course)(3 credits: current catalog description)Curriculum trends, instructional materials, research and supervisory techniques relevant to a modern school mathematics program.

[This course focuses on effective implementation of teaching/learning strategies to best supervise, assess, and facilitate middle school mathematics instruction. Students will learn about the history of the national standards efforts in mathematics and the National Board for Professional Teaching Standards (NBPTS), as well as the more recent controversies in methodological implementations of the Standards. Students will use appropriate technology, search the Internet, use hands-on–minds-on learning strategies, evaluate student materials, and develop a philosophy for approaching school mathematics learning and teaching for enhancing mathematical power of all students.]

C&I 588 Action Research in Classrooms(new course) 3 creditsReadings in research in teaching/learning. Strategies to implement all components of an actin research project in a classroom including planning/research design, action, reflection, and sharing.

Appropriate courses in the Curriculum and Instruction Department are considered from a cognate field in the MATMSM Program. For instance, the following kind of course has been suggested:

C&I 5XX Middle School Development, Motivation, and Learning (new course)(3 credits: offered intermittently)This course focuses on the middle school student. Cognitive, social, and emotional development are addressed. Motivation, learning, and management strategies are emphasized.

14

Course Form

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 500Course Title Current Mathematical CurriculaShort Title (max. 26 characters incl. spaces) Math CurriculaSummarize the change(s) proposed Change prerequisites onlyII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office

Please type / print name Signature Date Requestor: James HirsteinPhone/ email : X2661Program Chair/Director: Leonid KalachevOther affected programs

Dean: Christopher Comer

Are other departments/programs affected by this modification because of (a) required courses incl. prerequisites or corequisites, (b) perceived overlap in content areas(c) cross-listing of coursework

Please obtain signature(s) from the Chair/Director of any such department/ program (above) before submission

III: To Add a New Course Syllabus and assessment information is required (paste syllabus into section V or attach). Course should have internal coherence and clear focus.

Common Course Numbering Review: Does an equivalent course exist elsewhere in the MUS? Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate equivalent course/campus http://mus.edu/transfer/CCN/ccn_default.asp

YES NO

Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.)

Justification: How does the course fit with the existing curriculum? Why is it needed?

Are there curricular adjustments to accommodate teaching this course?

Complete for UG courses. (UG courses should be assigned a 400 number). Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)

Fees may be requested only for courses meeting specific conditions determined by the Board of Regents. Please indicate whether this course will be considered for a fee.

YES NO

If YES, what is the proposed amount of the fee?

http://www.umt.edu/facultysenate/Grad/UG.htm

http://mus.edu/transfer/CCN/ccn_default.asp

15

Justification:

IV. To Delete or Change an Existing Course – check X all that apply

Deletion TitleCourse Number Change From: Level U, UG, G From:

To: To:Description Change RepeatabilityChange in Credits From: Cross Listing (primary

program initiates form)

To:

Prerequisites XX Is there a fee associated with the course? NO1. Current course information at it appears in catalog (http://www.umt.edu/catalog)

2. Full and exact entry (as proposed)

M 500 Current Mathematical CurriculaOffered intermittently. Prereq., undergraduate mathematics major or minor.Analysis of contemporary materials for secondary school mathematics: the goals, the mathematical content, alternative methodologies, and curriculum evaluation.

M 500 Current Mathematical CurriculaOffered intermittently. Prereq., teacher certification or consent of instructor.Analysis of contemporary materials for secondary school mathematics: the goals, the mathematical content, alternative methodologies, and curriculum evaluation.

3. If cross-listed course: secondary program & course number4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the course’s common course status? Please explain below.

NO

5. Graduate increment if level of course is changed to UG. Reference guidelines at:http://www.umt.edu/facultysenate/Grad/UG.htm(syllabus required in section V)

Have you reviewed the graduate increment guidelines? Please check (X) space provided.

6. Other programs affected by the change7. Justification for proposed change Allows middle school mathematics teachers to be

eligible to take this course

V. Syllabus/Assessment Information Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send digital copy with form.

VI Department Summary (Required if several forms are submitted) In a separate document list course number, title, and proposed change for all proposals.VII Copies and Electronic Submission. After approval, submit original, one copy, summary of proposals and electronic file to the Faculty Senate Office, UH 221, [email protected]. Revised 11-2009

Course Form


http://www.umt.edu/catalog

16

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 501Course Title Technology in Mathematics for TeachersShort Title (max. 26 characters incl. spaces) Technology for Math TchrsSummarize the change(s) proposed Change prerequisites onlyII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office







YES NO






YES NO

If YES, what is the proposed amount of the fee?Justification:



17





To:



M 501 Technology in Mathematics for TeachersOffered intermittently. Prereq., undergraduate mathematics major or minor. Technology usage – when it is appropriate and when it is not. Experience is provided with scientific calculators, graphing utilities, computers, and identification of exemplary software.

M 501 Technology in Mathematics for TeachersOffered intermittently. Prereq., teacher certification or consent of instructor. Technology usage – when it is appropriate and when it is not. Experience is provided with scientific calculators, graphing utilities, computers, and identification of exemplary software.


NO







Course Form

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 506



18

Course Title Topics in Integrated Mathematics and ScienceShort Title (max. 26 characters incl. spaces) Integrate Math/ScienceSummarize the change(s) proposed New CourseII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office







YES NO

** Graduate course only, not subject to Common Course Numbering **

Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) Math 506 Topics in Integrated Mathematics and Science

(new course) Repeatable up to 6 credits.Offered intermittently. Prereq., [teacher certification or consent of instructor].Mathematical concepts and their applications in life sciences, astronomy, physical sciences, and environmental sciences.

Justification: How does the course fit with the existing curriculum? Why is it needed? Elective course in the proposed Master of Arts in Teaching Middle School Mathematics ProgramAre there curricular adjustments to accommodate teaching this course? NOComplete for UG courses. (UG courses should be assigned a 400 number). Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)


YES NO




19

Justification:





To:

Prerequisites Is there a fee associated with the course?1. Current course information at it appears in catalog (http://www.umt.edu/catalog)





6. Other programs affected by the change7. Justification for proposed change

V. Syllabus/Assessment Information Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send digital copy with form.Syllabus and assessment requirements will vary with the choice of topic. One example of a recently proposed offering that would fit this course is:

In this course, we will explore the mathematical concept of function in physical contexts. Students collect data from a variety of scientific contexts in which one variable has a functional dependence on another. We explore multiple representations for functions, cover the most common classes of functions, and discuss what the form of the function says about the underlying physical phenomenon. We will design standards-based grade-appropriate lessons concerning these concepts.




20

Course Form

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 510Course Title Problem Solving for TeachersShort Title (max. 26 characters incl. spaces) Problem Solving for TchrsSummarize the change(s) proposed Change prerequisites onlyII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office







YES NO






YES NO




21

Justification:





To:



M 510 Problem Solving for TeachersOffered intermittently in summer. Prereq., undergraduate mathematics major or minor. Strategies for problem solving, problem posing in a variety of situations, modeling and applications. Problems are selected from various areas of mathematics.

M 510 Problem Solving for TeachersOffered intermittently. Prereq., teacher certification or consent of instructor. Strategies for problem solving, problem posing in a variety of situations, modeling and applications. Problems are selected from various areas of mathematics.


NO









22

Course Form

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 570Course Title Calculus for Middle School TeachersShort Title (max. 26 characters incl. spaces) Calculus Mdl Sch TchrsSummarize the change(s) proposed New CourseII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office







YES NO


Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) M 570 Concepts of Calculus for Middle School Teachers

(new course) 3 creditsOffered online in full-year format. Prereq., [teacher certification or consent of instructor]A first course in differential and integral calculus. Concepts, definitions, properties, and elementary applications of the calculus of single-valued real variables.

Justification: How does the course fit with the existing curriculum? Why is it needed? Required course in the proposed Master of Arts in Teaching Middle School Mathematics ProgramAre there curricular adjustments to accommodate teaching this course? NOComplete for UG courses. (UG courses should be assigned a 400 number). Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)



23


YES NO






To:







V. Syllabus/Assessment Information Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send digital copy with form.AttachedVI Department Summary (Required if several forms are submitted) In a separate document list course number, title, and proposed change for all proposals.VII Copies and Electronic Submission. After approval, submit original, one copy, summary of proposals and electronic file to the Faculty Senate Office, UH 221, [email protected]. Revised 11-2009



24

M 570 Calculus for Middle School Teachers

Summer, 20XX (June XX – XX, July XX on-line day)meets 9:00 – 12 noon and 1:00 – 4:00 pm in the Mathematics Building one week in Juneand an online day one month later in July.

Teacher:

Course description:A first course in differential and integral calculus. Concepts, definitions, properties, and elementary applications of the calculus of single-valued real variables.

This includes two responsibilities:1. Students will learn the basic properties of functions and the principles of calculus that shed light on

topics found in middle school mathematics.2. Students will explain the connections between alternative representations of functions: conceptual,

formal, graphical, and applications.3. Students will demonstrate the uses of calculus techniques in problems of optimization, motion, areas,

and volumes.

Text:Harcharras and Mitrea, Calculus Connections: Mathematics for Middle School Teachers, Pearson

Prentice Hall, 2007.

Topic outline:1. Sequences, series, and limits,2. Functions and continuity,3. Differentiation and its applications,4. Integration and its applications.

Projects / Course Requirements:There will be four assessment events:

1. One quiz over calculus topics.2. A short report, which will include a presentation and a written page about a teaching activity that

you found or created. The most important feature of the short report is that it communicates some function concepts that you have done and can share.

3. A plan for an instructional unit. This will be a collection of material that could be used by your students to develop an idea related to calculus. A unit should have specific goals for teaching the selected topic (or topics).

It is expected that all students will become familiar with the following common technology: Calculator function representation, Excel, some mathematical software packages.

25

Course Form

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 572Course Title Algebra for Middle School TeachersShort Title (max. 26 characters incl. spaces) Algebra Middle Sch TchrsSummarize the change(s) proposed New CourseII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office







YES NO


Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) M 572 Algebra for Middle School Teachers

(new course) 3 creditsOffered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Topics include algebraic number fields, linear algebra topics, polynomials, and applications appropriate for teachers of middle school mathematics.




26


YES NOXX






To:










27

M 572 Algebra for Middle School Teachers

Summer, 20XX (One week June XX – XX, July XX)meets 9:00 - 12:00 and 1:00 - 4:00 pm in the Mathematics Building one week in June,and an online day one month later in July.

Teacher:

Course description:

The main purpose of this course is to explore the content of algebra from multiple perspectives (number structures, their properties, graphing), its place in the 6-9 mathematics curriculum (beyond algebra per se), and techniques for teaching algebra (exploration, conjecture, justification, the use of technology).

This includes three responsibilities:

1. Participants will gain familiarity and depth with a variety of curriculum materials and mathematical presentations that can be used to engage their students in algebraic investigations and problem solving approaches.

2. Participants will consider national and international student performance of middle- to high-school aged students on algebra items in order to gain a perspective about the importance of these topics in the mathematics curriculum.

3. Participants will organize classroom presentations and develop units of instructional material that could be used with their students.

Text and resources:Papick, Ira J. Algebra Connections. Pearson-Prentice Hall, 2007.The NCTM's Navigation Series on Algebra (four modules: K-2, 3-5, 6-8, 9-12).The NCTM's Navigation Series on Number and Operations (four modules: K-2, 3-5, 6-8, 9-12).

Topic outline:

1. integer, rational, real, and complex number systems2. polynomials and their operations3. algebraic equations and solution methods4. modular arithmetic and mathematical structures5. groups, rings, vector spaces, and fields

Projects / Course Requirements:

There will be four assessment events:1. One quiz over traditional algebraic topics.2. Two short reports, which will include a presentation and a written page about an algebra teaching

activity that you found or created. The most important feature of the short report is that it communicates some algebra that you have done and can share with others.

3. A plan for an instructional unit. This will be a collection of material that could be used by your students to develop an algebraic idea. A unit should have specific goals for teaching a selected algebra topic (or topics).

28

Course Form

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 573Course Title Goemetry for Middle School TeachersShort Title (max. 26 characters incl. spaces) Geometry Middle Sch TchrsSummarize the change(s) proposed New CourseII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office







YES NO


Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) M 573 Geometry for Middle School Teachers

(new course) 3 creditsOffered intermittently in summer. Prereq., [teacher certification or consent of instructor]. Introduction to synthetic, analytic, vector, and transformational approaches to geometry. Includes topics in 2- and 3-dimensional geometry and measurement appropriate for teachers of middle school mathematics.

Justification: How does the course fit with the existing curriculum? Why is it needed? Required course in the proposed Master of Arts in Teaching Middle School Mathematics ProgramAre there curricular adjustments to accommodate teaching this course? NO


29



YES NO






To:











30

M 573 Geometry for Middle School Teachers

Summer, 20XX (June XX – XX, July XX on-line day)meets 9:00 – 12:00 and 1:00 – 4:00 in the Math Building one week in Juneand an online day one month later in July

Teacher:

Course description:

The main purpose of this course is to explore the content of geometry from multiple perspectives (proof, properties, transformations), its place in the 6-9 mathematics curriculum (beyond geometry per se), and techniques for teaching geometry (exploration, conjecture, justification, the use of technology).

This includes three responsibilities:

1. Participants will gain familiarity and depth with a variety of mathematical presentation and computer software packages that can be used to engage their students in investigations and problem explorations of geometry topics.

2. Participants will consider national and international student performance of middle- to high-school aged students on geometry items in order to gain a perspective about the importance of these topics in the mathematics curriculum.

3. Participants will organize classroom presentations and develop units of instructional material that could be used with their students.

Text and resources:John K. Beem, Geometry Connections, Pearson Prentice Hall, 2006.The NCTM's Navigation Series on Geometry (four modules: K-2, 3-5, 6-8, 9-12).The NCTM's Navigation Series on Measurement (four modules: K-2, 3-5, 6-8, 9-12).H.S.M. Coxeter and S.L. Greitzer, Geometry Revisited, Singer, 1967.

Topic outline:

1. some extended Euclidean geometry,2. geometric figures, areas, and volumes (in 2 and 3 dimensions),3. similarity and its applications, and4. geometric transformations (rigid motions and vector representations).

Projects / Course Requirements:

There will be three assessment events:1. Two quizzes, one over traditional geometry topics and one over transformations.2. one short report, which will include a presentation and a written page about a geometry teaching

activity that you found or created. The most important feature of the short report is that it communicates some geometry that you have done and can share with others.

3. A plan for an instructional unit. This will be a collection of material that could be used by your students to develop a geometrical idea. A unit should have specific goals for teaching a selected geometry topic (or topics).

31

Course Form

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 574Course Title Probability and Statistics for Middle School TeachersShort Title (max. 26 characters incl. spaces) Prob&Stat Mdl Sch TchrsSummarize the change(s) proposed New CourseII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office







YES NO


Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) Math 574 Probability and Statistics for Middle School Teachers

(new course) 3 creditsOffered intermittently in summer. Prereq., [teacher certification or consent of instructor].A survey of topics in probability and statistics appropriate for teachers of middle school mathematics.




32


YES NO






To:










33

M 574 Probability and Statistics for Middle School Teachers


Teacher:

Course description:The main purpose of this course is to explore the place and content of probability and statistics in the 6-9 mathematics curriculum.

This includes two responsibilities:1. Participants will gain familiarity and depth with the probability and statistics concepts that are

appropriate for secondary mathematics students.2. Participants will organize classroom presentations and develop units of instructional material that

could be used with their students.

Text and resources:Rossman, Chance, & von Oehsen, Workshop Statistics: Discovery with Data and the

Graphing Calculator (Second Ed.), Key College Publishing, 2002.The NCTM's Navigation Series on Probability (two modules: 6-8, 9-12).The NCTM's Navigation Series on Data Analysis (two modules: 6-8, 9-12).Data Driven Mathematics, Addison Wesley Longman, 1998.

Topic outline:1. exploring data and distributions,2. using simulations as a problem solving tool,3. making inferences from data,4. developing the mathematical ideas found in classroom materials,5. solving mathematical problems in probability and statistics, and6. creating exploratory lessons for students.


1. Two quizzes, one over probability topics and the other over statistical topics.2. A short report, which will include a presentation and a written page about a teaching activity that

you found or created. The most important feature of the short report is that it communicates some probability and statistics that you have done and can share.

3. A plan for an instructional unit. This will be a collection of material that could be used by your students to develop a probability or statistical idea. A unit should have specific goals for teaching the selected topic (or topics).

It is expected that all students will become familiar with the following common technology: Calculator statistics, random number generators, Excel, some statistical software package.

34

Course Form

I. Summary of Proposed ChangesDept / Program Mathematical Sciences Prefix and Course # M 578Course Title Discrete Mathematics for Middle School TeachersShort Title (max. 26 characters incl. spaces) Discrete Math Mdl Sch TchrSummarize the change(s) proposed New CourseII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office







YES NO


Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) M 578 Discrete Mathematics for Middle School Teachers

(new course) 3 creditsOffered intermittently. Prereq., [teacher certification or consent of instructor].Elements and operations of finite structures, combinatorics, recursion, graphs, matrices, and finite models appropriate for teachers of middle school mathematics.

Justification: How does the course fit with the existing curriculum? Why is it needed? Elective course in the proposed Master of Arts in Teaching Middle School Mathematics ProgramAre there curricular adjustments to accommodate teaching this course? NOComplete for UG courses. (UG courses should be assigned a 400 number). Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)



35


YES NO






To:










36

M 578 Discrete Mathematics for Middle School Teachers


Teacher:

Course description:Elements and operations of finite structures, permutations, combinations, recursion, graphs, matrices, and finite models appropriate for teachers of middle school mathematics.

This includes two responsibilities:1. Students will identify and solve mathematical problems that employ discrete models.2. Students will solve real-world problems that can be approached using discrete models.3. Students will organize classroom presentations and develop units of instructional material that can be

used in secondary classrooms.

Texts and resources:Discrete Mathematics across the Curriculum, NCTM Yearbook, 1991.NCTM's Navigation Series on Discrete Mathematics (two modules: preK-5, 6-12).

Topic outline:1. Counting, combinations, and permutations,2. Graphs, paths, and circuits,3. Matrix representations, and4. Recursion and induction.


1. One quiz over discrete mathematics topics.2. A short report, which will include a presentation and a written page about a teaching activity that

you found or created. The most important feature of the short report is that it communicates some discrete mathematics concepts that you have done and can share.

3. A plan for an instructional unit. This will be a collection of material that could be used by your students to develop an idea related to discrete mathematics. A unit should have specific goals for teaching the selected topic (or topics).

It is expected that all students will become familiar with the following common technology: Calculator counting methods and matrices, Excel, and some mathematical software packages.

37

Course Form

I. Summary of Proposed ChangesDept / Program C&I Prefix and Course # C&I 588Course Title Action Research in the ClassroomShort Title (max. 26 characters incl. spaces) Action Research in ClssrmSummarize the change(s) proposed New course in MA in Math./ Mddl. Schl Math.II. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office

Please type / print name Signature Date Requestor: David EricksonPhone/ email : x5318 [email protected] Chair/Director: Trent AtkinsOther affected programs: Mathematics Dept. Chair Leonid KalachevDean CoEHS Roberta Evans

Dean CAS Christopher Comer




Common Course Numbering Review (Department Chair Must Initial): Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if course is interdisciplinary. (http://mus.edu/transfer/CCN/ccn_default.asp)

YES NOX

** Graduate Course only, not subject to Common Course Numbering **

Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) C&I 588 Action Research in the Classroom 3 cr. Offered autumn.Readings in research in teaching/learning. Strategies to implement all components of an action research project in a classroom including planning/research design, action, reflection, and sharing.Justification: How does the course fit with the existing curriculum? Why is it needed? Required course in the proposed Master of Arts in Teaching Middle School Mathematics ProgramAre there curricular adjustments to accommodate teaching this course? No.Complete for UG courses. (UG courses should be assigned a 400 number). Describe graduate increment(http://umt.edu/facultysenate/committees/grad_council/procedures/gradIncrement.aspx)

http://umt.edu/facultysenate/committees/grad_council/procedures/gradIncrement.aspx


38

New fees and changes to existing fees are only approved once each biennium by the Board of Regents. The coordination of fee submission is administered by Administration and Finance. Fees may be requested only for courses meeting specific conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf . Please indicate whether this course will be considered for a fee.

YES NO

X




To: To:Description Change RepeatabilityChange in Credits From: Cross Listing

(primary program initiates form)

To:

Prerequisites Is there a fee associated with the course?

1. Current course information at it appears in catalog (http://www.umt.edu/catalog)


3. If cross-listed course: secondary program & course number4. Is this a course with MUS Common Course Numbering? http://mus.edu/transfer/CCN/ccn_default.aspIf yes, please explain below whether this change will eliminate the course’s common course status.

YES NO

5. Graduate increment if level of course is changed to UG. Reference guidelines at:http://umt.edu/facultysenate/committees/grad_council/procedures/gradIncrement.aspx(syllabus required in section V)




See attachedVI Department Summary (Required if several forms are submitted) In a separate document list course number, title, and proposed change for all proposals.VII Copies and Electronic Submission. After approval, submit original, one copy, summary of proposals and electronic file to the Faculty Senate Office, UH 221, [email protected]. Revised 9-2010





http://mus.edu/borpol/bor900/940-12-1.pdf

http://mus.edu/borpol/bor900/940-12-1.pdf

39

C&I 588 Action Research in the Classroom

Fall 2011

Instructor: David Erickson, Ph.D. Associate Professor Department of Curriculum & InstructionEmail: [email protected] Hours: Monday/Wednesday 9:10 – 11 AM

And by appointment and online – just email or phone (406) 243-5318

Course Description:

This is a three-credit web-based graduate course for teachers designed to facilitate and document a change in the teaching/learning in the classroom. Through readings and online discussions, students plan an individual research study to investigate a specific research question of interest to the learner. Students will follow the plan, act, reflect cycle and share results with peers through the web-based course. Additionally, students are encouraged to seek publication of their research in appropriate journals.

Learning Outcomes:

1. Students will be able to describe how action research informs teaching and changes teaching practice (Conceptual Framework #1 (CF1).

2. Students will be able to formulate relevant action research questions. (10.58.501.1b).3. Students will be able to write a literature review for an action research project (10.58.501.1k).4. Students will be able to implement the action research cycle – plan, act, and reflect – within

their own classroom (CF5; 10.58.501.1j)5. Students will be able to analyze and critique action research projects (CF8).

Textbooks:

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Mertler, C. A. (2011). Action Research: Improving Schools and Empowering Educators, 3rd Ed. Thousand Oaks, CA: Sage Publications.

Readings (list to be updated in Fall 2011):

Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria, Australia: Deakin University Press.

mailto:[email protected]

40

Koehler, M. S., & Prior, M. (1993). Classroom interactions: The heartbeat of the teaching/learning process. In D. T. Owens & S. Wagner (Eds.), Research ideas for the classroom: Middle grades mathematics (pp. 280-298). New York: Macmillan.

Lankford, N. K. (1993). Teacher as researcher: What does it really mean? In P. S. Wilson & S. Wagner (Eds.), Research ideas for the classroom: High school mathematics (pp. 279-289). New York: Macmillan.

Raymond, A. M., & Leinenbach, M. (2000). Collaborative action research on the learning and teaching of algebra: A story of one mathematics teacher’s development. Educational Studies in Mathematics, 41(3), 283-307.

Smith, T. J. (2006). Exploring connections between teaching, learning and assessing mathematics for understanding. In J. O. Masinglia (Ed.), Teachers engaged in research: Inquiry in mathematics classrooms, grades 6-8. Reston, VA: NCTM.

Evaluation/Assessment:

Online weekly discussion board 20%Action research questions 20%Literature review 20%Project chapters I – V 20%Project sharing 20%

Letter grades correspond to percentages as follows:A – 90% and aboveB – 80-89%C – 70-79%D – 60-69%F – Below 60%

Expectations: The University of Montana Student Conduct Code

All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University.

All students need to be familiar wit the Student Conduct Code. The Code is available for review online at http://life.umt.edu/vpsa/student_conduct.php

Please be aware of the expectations for academic student conduct. If you have any questions related to this code, please ask.

Accommodations

Please let me know at the beginning of the semester if you need accommodations for learning in my online classroom or through Disability Services for Students (DSS). I am happy to help facilitate these needs.

http://life.umt.edu/vpsa/student_conduct.php

montana board of regents · web viewlevel ii proposals entail substantive additions to, alterations...

Documents