CSU Summit

January 22, 2004

San Diego, CA

Multiple Subject — Rita Basta, Northridge

CSET — concerns about those not passing

Learning Content Courses

New standards

Aligning content courses
Field experience

Blended programs — reducing numbers taking concentration courses

Larry Sowder

SAN DIEGO STATE UNIVERSITY SYLLABI for

MATH 210, MATH 211, 311 (effective Fall 2003), MATH 313

MATH 210 Numeration systems (inc. "basimals") Meanings for addition and subtraction Children's algorithms Meanings for multiplication and division Standard algorithms Estimation and mental computation Meanings for a/b; equivalent fractions Relating fractions and decimals Computing with fractions Integers; integer operations; properties Number theory	MATH 211 Polyhedra and visualization Polygons Symmetry (2D) Tessellations (2D) Similarity (2D and 3D) Curves and curved surfaces Measurement--key ideas for length, angle size, area, volume, formulas, Pythagorean theorem Congruence (3D) (if time) Regular polyhedra (if time)


MATH 311 (2 sem. units) (Probability) Chance Events Methods of Assigning Probabilities Simulating Probabilities Determining More Complicated Theoretical Probabilities Conditional Probability (Statistics) Sampling Simulating Random Sampling via TRSD Variability in Samples Graphical Representations of Data from One Variable Average Rates and Spread	MATH 313 Quantitative Reasoning Additive Reasoning Multiplicative Reasoning Fractions in Multiplicative Comparisons Ratio as Measure Describing Change (graphs, algebra) Algebra as Generalized Arithmetic Transformation Geometry

Texts: Locally produced, with NSF support.

Instructors: 210, 211: Graduate teaching assistants, rarely a regular faculty member

(but [usually] have faculty or experienced lecturer as coordinator, who holds regular meetings with the instructors)

311: Lecturers, plus an occasional regular faculty member

313: Lecturers and regular faculty

Spring, 2004: 210–9 sections (enrollment down); 211–8 sections; 311–1 (but old 312–4), enrollment down here also; 313–7 sections.

January, 2004

For CSU pre-AMTE meeting

San Diego State University

Mathematics in

Programs for Liberal Studies Majors

1. Traditional (BA in Liberal Studies, plus credential year)

Content:

MATH 210 (3 units)

MATH 211 (3 units)

MATH 312 (3 units) (312 is an expanded version of 311 on the reverse)

MATH 313 (3 units)

Methods, during credential year:

TE 914 (3 units)

2. Blended Program

Content: MATH 210 (3 units)

MATH 211 (3 units)

MATH 311 (2 units)

MATH 313 (3 units)

New: MTHED 212 (1.5 units, "Children’s Mathematical Thinking")

Methods: TE 910A (3 units)

3. 135-unit program: At a stalemate. An early version was similar to the Blended Program.

The mathematics specialization under Programs 1 and 2 above was designed to qualify the student for a supplementary authorization, under the old Commission on Teacher Credentialing guidelines (these guidelines are now being reviewed).

CSET preparation: Workshop organized by Liberal Studies office (continuing?).

SDSU: Mathematics in Programs for

Liberal Studies Majors

1. Traditional (BA in Liberal Studies, plus credential year)

Content: MATH 210 (3 units)

MATH 211 (3 units)

MATH 312 (3 units) (312 is an

expanded version of 311)

MATH 313 (3 units)

Methods, during credential year:

TE 910A (3 units)

2. Blended Program

Content: MATH 210 (3 units)

MATH 211 (3 units)

MATH 311 (2 units)

MATH 313 (3 units)

New: MTHED 212 (1.5 units, "Children’s Mathematical Thinking")

Methods: TE 910A (3 units)

3. 135-unit program: At a stalemate. An early version was similar to the Blended Program.

The mathematics specialization under Programs 1 and 2 above led to a Supplementary Authorization in mathematics, under the old CTC guidelines.

CSET prep: Workshop organized by LS office.

Multiple Subject — Patricia Hale, Pomona

CSET — how requiring this test has decimated some mathematics programs, particularly at SFSU. At CSUSB the students don’t seem to have realized that completing the math sequence has no effect on their being accepted into the credential program. This is interesting since CSUSB just recently increased the number of mathematics courses required of their students.
CSET — how this exam has had little effect on Blended Programs but has caused a decrease in the number of students receiving Concentrations in mathematics.
Field Experiences — examples were given of field experiences supervised by mathematics faculty as required by the new CTCC Standards, particularly a program at CSU Pomona.

Foundation level - Lindsay Tartre, CSULB

Single subject credential — stand alone bachelor’s

Pass 1^st 2 parts CSET
All ed requirements

Add to mult subj. cred

Mult. Subj. cred.
Pass 1^st 2 parts CSET
Complete sec. Math cred.

Add FLM to SS

Complete all requirements in another subject
Pass 1^st 2 parts CSET

Comments:

Long Beach: concentration 24 units of 8 courses
Perhaps add 8 units to make it 32, 3 sections a year
Have had a few people pass CSET — Is the test is easy to pass?
Is this reasonable credential for HS (except AP)? No.
Perhaps we can pressure to have FLM count up to algebra or geometry
Can we add the word "and" to the test for highly qualified status?
Resist executive order and require additional mathematics beyond math.

Foundation level - Vikki Costa, Fullerton

(I only have the final group overhead from this talk)

VC/MB — send out position paper again (COMET)
You — send back suggestion by ____________
VC/MB — revise/resend to

CSU Chancellor
CTC and others with all our names

Joan Commons has great ideas for getting our voices heard.

Single Subject — Joanne Rossi Becker

Outline from Joanne Rossi Becker talk

CURRENT SJSU PROGRAM

Calc. I and II

Discrete Math

History of Math

Modern Geometry & Transformations

Abstract Algebra I

Linear Algebra I

Math for Secondary Teachers I

Probability Theory

One of: Applied Statistics or

Mathematical Statistics

One of: Math for Secondary Teachers II or

Number Theory

One of: Intro. to Analysis or

Differential Equations or

Calc. III

One of: Abstract Algebra II or

Linear Algebra II or

Introduction to Real Variables or

Topology

Three of: Physics or Numerical Analysis or Linear & Nonlinear Optimization or Mathematical Modeling

SINGLE SUBJECT CREDENTIAL PROGRAMS

OUTLINE

Dale Oliver, Humboldt- Overview of New Subject Matter Program Guidelines

Joanne Rossi Becker, SJSU- Sample Old and Proposed New Program Comparison

Ferdie Rivera, SJSU- Some Issues in New Programs

Early field placement

Handling of non-majors

Coordination of program

Others

Notes during group discussion from Single Subject — Joanne Rossi Becker

Important standards for Single Subject requirements (Dale overhead)
Looking at the new CCTC requirements for our required courses, we compared the old courses with the new requirements.
The group noticed that little seems to be needed to update the coursework, except the early field experience.
The capstone looks like the best place to fulfill the requirements for the Single Subject needs.
Skepticism towards "lengthy" programs by administrators
More on early field models —

Link to science (or other areas?)
Problem with faculty time needed to coordinate early field experience

Does CTC know this? (i.e., resources needed to accomplish CTC requirements such as faculty spending [hire?] on field experience, etc.?)
Will the budget crisis keep us from funding this?
If the school has a pre-professional experience, students can take that.
Is it the best place to have the experience, or can we put it somewhere else? Is there something we can do so it’s early? The capstone is the only course we can guarantee they can take — it’s not early or frequent but it’s the best guarantee of the placement happening.

Standards have other requirements — how to accomplish them: who will coordinate so that all are addressed — can we use the Single Subject coordinator or do we need a new person? Could the Single Subject coordinator also coordinate the program?
Reporting of graduates who either teach or go elsewhere
Portfolio assessment to help evaluate program (and student understanding also, make them highly qualified)

Proposed Program SJSU
Core 34-36 units

Course(s)	Number	Units
Calculus I, II	Math 30, 31	7-9
Discrete Mathematics	Math 42	3
Linear Algebra I	Math 129A	3
Modern Geometry & Transformations	Math 115	3
Statistics	Math 161A or 164	3
Number Theory	Math 126 or 201B	3
Abstract Algebra I	Math 128A	3
Probability Theory or Combinatorics	Math 163 or 142	3
Math for Secondary Teachers	Math 201A	3
History of Mathematics	Math 104	3

Breadth and Perspective — at least 15 units

One of these courses is required:
Abstract Algebra II, Linear Algebra II, Introduction to Real Variables I or II, Topology	Math 128B, 129B, 131A/B, 175	3
Remaining 12 units may be selected from following courses:
Calculus III or Differential Equations	Math 32 or 133A	3
Physics	Physics 50	4
Physics	Physics 51 or 52	4
Computer Science	Math 50, CS 46A or CS 49	2-4
Numerical Analysis & Scientific Computing	Math 143M	3
Linear and Nonlinear Optimization	Math 177	3
Mathematical Modeling	Math 178	3

Single Subject — Shirley Gray

Math Handbook
CTC
Early field experience requirement

Linked with a math course
internship

Issue with CSET route

CSET only vs. CSET plus additional institutional requirements (e.g., SJSU model)

Early field experience models?

Sign up for community involvement for [check] unit, find a school to work/observe for 30 hours, then write about experience (reflection)
Problem with how to "control" students’ experiences or relevant context (list of possible cooperating teachers to work with.)
Nature of early field experience may need to be clarified.

Starting up a CAMTE — Judith E. Jacobs and Carol Fry Bohlin

Share contracts for contract work

Create a voice, extend credibility
Meet annually
Identify people who can impact change
React quickly to issues; keeps us organized and gives us a voice
Opportunity to meet would be helpful
Info coming to us
Structure for continuing conversation seems we want this — also affliate with CMC

Goals

Face-to-face and cyberspace
Simple structure
Tie conference to other conferences
Section in CMC conferences
Palm Springs — 10 sessions as a strand
Main thing is policy

Knowing policy before it comes down
Opportunity to influence

Open discussion
Power
Provide space for 3 groups — CSU, UC, CC

Multiple Subject Credential panel

Rita Basta gave an overview of the blended program at Northridge. Requirements include

2 3-unit math content (3 unit Number & operations, 3-units geometry, probability, statistics) followed by
a 1 unit C/NC course which focuses on rethinking prior content understanding using all possible manipulatives.
A 15 minute no-calculator arithmetic test (35% fail on 1^st try, 25% on 2^nd). Students have problems recalling their multiplication facts in the limited time.
5 hrs of computer time using software they might encounter in the K-8 setting.

CSUN has about 35 sections each semester w/ 18 different instructors. Texts used in past have included Billstein, de Long & temple, and MusserBurger. Currently, a class is piloting the San Diego materials. They have grant money to test interactive ALEKS computer program for arithmetic skill and algebra.

Larry Sowder gave an overview of the San Diego program. (see handout) The MTHED 21 taught by education faculty has had mixed results — appears to influence students understanding of children but not always on their mathematical understandings. Problem w/ Chancellors office requirements for blended programs to be 135 units (but CSUN blended is 128-129 so how do they do it??) The SD program chose the math content courses instructors very carefully — many colleges seem to have less resources given the numbers they teach.

Hal Anderson gave an overview of the Long Beach program. They are happy w/ their LS majors who go to the credential program w/ a strong background in math. However about 50% of those in the credential program are not liberal studies majors and their math background is weak. As a result in the methods course a majority of time is devoted to math content.

Dale Oliver gave an overview of the Humboldt program. It consists of a 1^st course in critical thinking in mathematics education followed by two 4 unit content courses. Their immediate concern is getting students into the math courses — last term about 25% of sophomores dropped the LS major 9and the math classes when they heard that they have to take the CSET anyway. Most majors students opt for do not require these math courses. Currently the math and English depts are looking at a proposed 35 unit minor where students take content courses in math, English, social science, and science. They are not sure if there will be buy in from future credential folk.

Concerns/issues expressed during the session:

Using texts that teach conceptual understanding (Pedagogical Content Knowledge)

Pre-service teachers’lack of knowledge in Arithmetic Skills

CCTC requirements for Algebra that many pre-service courses do not cover

Involvement of Mathematics Professors in learning about conceptual understanding and modeling a different way of teaching. See the MET report

What the Universities are doing about CSET preparation

Retaining(and getting)students in our classes considering the new CSET tests and NCLB requirements Suggestion: adopt a minor in ‘Subject Matter Studies for Elementary Education.’

Concern that the Multiple Subject CSET math segment is very easy, compared to the math content that we feel students need to know

The need for some intersection between Math Content courses and math ed courses

Concern about the Working Professional Credential exam (ABCTE)

The following "action" items were proposed:

Be informed!

establish a relationship w/ local legislative representative — specially the education assistant so that you are in the loop and can be heard.

CSET online: www.cset.nesinc.com

MET report: maa.org/cbms/met

Exam for working professionals: www.abcte.org

Inform those who need to know

The CSET is assessing the standards teachers are expected to teach, while the CCTC have their own different criteria — the CSET should reflect what the CCTC and NCLB mandate. Both the latter have increased math requirement…

As things are headed, teachers may have the credential and the CSET but may not have the mathematics…

Incorporate early field experiences into the math content courses (as required by the new CCTC guidelines) and make these courses the best possible preparation to teach mathematics. Convince students that their learning mathematics is essential.

Send Joan Commons (jcommons@ucsd.edu) data about the number of LS students dropping math content courses as a result of dropping their major. She helps write math questions for the CSET multiple subject test

Texts to consider for pre-service teacher classes:

Reconceptualizing Mathematics by SDSU. For info write: jsowde@sciences.sdsu.edu

Text by Sybilla Beckman; published by Addison Wesley

Bassarear: Math for Elem teachers

Text by Masinglia; published by Prentice Hall

Middle Path published by Scarecrow