Math Education

The four programs support a learner-centered philosophy of the teaching and learning of mathematics to preadolescents and adolescents. They build on a framework that highlights the importance of developing pre-service and in-service teachers’ knowledge about mathematics, about learning and learners, about teaching, and about the teachers’ knowledge about themselves as learners and as teachers. The program is designed to develop a strong mathematical content knowledge base. A focus is also placed on beliefs about teaching and learning, supporting the belief that all students can learn mathematics and can learn to appreciate its beauty and utility. The goals that teachers set for themselves are charted and analyzed during the course of each of the programs.

(1) Undergraduate Bachelor of Arts: Leading to New York State Initial Certification
The undergraduate program is structured sequentially and is developmentally rooted on a strong, rigorous and relevant mathematics foundation. Students major in mathematics and major in secondary education (24 credits). Undergraduates in secondary mathematics education typically begin their education courses in their upper sophomore year, after they have completed a minimum of one year of calculus with a minimum GPA of 3.0 in their mathematics courses. At that time a faculty member in the mathematics education program signs their concentration form allowing them to begin taking education courses. A faculty member in the Mathematics Department provides advisement for the students’ course of study in mathematics. Likewise, a faculty member in the Department of Secondary Education provides advisement for education course work.

TIME2000
A subset of the Undergraduate Secondary Mathematics Education Program is the TIME 2000 Program, a four-year funded scholarship program in which students are recruited from high school and unlike traditional programs, students begin teacher preparation in their lower freshman semester. They are block scheduled into their courses in mathematics and education. In addition to the coursework, students meet with each other and the project staff on a monthly basis for seminars, for special projects and events, for advisement, and to obtain feedback regarding the program. They are also required to attend at least one mathematics education conference per year. The TIME 2000 Program reflects our philosophy that preparing teachers to employ reformed-based approaches requires a shift in traditional beliefs about teaching and learning. We believe that such shifts from traditional beliefs are only possible when working intensely with future teachers over an extended period of time of four years that provide opportunities to (a) become acclimated to the profession (attendance at professional conferences; participation in monthly seminars; informal mathematics-related trips and experiences); (b) study mathematics in a structured and coherent sequence, coordinated with secondary education requirements; (c) participate in innovative, lesson-study type field work.

(2) Post Baccalaureate New York State Initial Certificate Program
Since students enter this program with a strong background in mathematics, their course of study highlights the teaching and learning of mathematics. As such, with the exception of the first objective, the objectives listed for the undergraduate program are also the objectives for the post-bacs.

(3) Master of Arts in Teaching (MAT) in Mathematics Education: Leading to New York State Initial and Professional Certification

This course of study highlights the teaching and learning of mathematics, mathematics, and pedagogical content knowledge. The objectives of this program are the same as those of the Post Baccalaureate Program as well as:

1. Increase their knowledge and understanding of the content of mathematics and school mathematics
2. Increase their knowledge of research in mathematics education.

The Master of Arts in Teaching (MAT) in Mathematics Education is a program of initial and professional certification combined in a 39-credit master’s program. It is designed for candidates who have a major in Mathematics, or a cohesive program of study in Mathematics of 36 credits (minimum) in Mathematics (MATH) courses. The MAT program consists of two sections: 24 credits for Initial certification (as described in (2) above) and 15 credits for Professional certification in New York State: 6 credits in Mathematics Education (SEYS) and 9-credits in Mathematics (MATH). Candidates may take 9 credits in Mathematics (MATH) during the 24-credits. For initial certification candidates may take the 6 credits in Mathematics Education (SEYS) after completing the 24-credits for initial certification.

(4) Master of Science in Education: Leading to New York State Professional Certification

Mathematics MS Ed program
This MS ED program is designed for students who have attained an initial certification in mathematics (grades 7-12) and who wish to gain professional certification as mathematics teachers. The program is comprised of 15 credits in education and 15 credits in any courses in mathematics that are at the 500-level or above that the student has never taken before. Students graduating from this program can have opportunities to teach mathematics in college settings.

Math and Bilingual MS Ed program
This MS Ed program is designed for students initially certified in mathematics grades 7-12 who are also proficient in a language other than English. The program provides coursework and guided field experiences to prepare these teachers for the special challenges of teaching mathematics to English Language Learners who are bilinguals in mainstream as well as bilingual classrooms. The program will lead to professional certification in teaching mathematics in grades 7-12 and a New York State bilingual extension for grades 7-12.

Mathematics and Computer Science MS Ed program
This MS Ed program is designed for students who have attained an initial certification in mathematics (grades 7-12) and who wish to gain professional certification as mathematics teachers as well as extending their proficiency in computer science so as to meet the growing needs for computer science teachers in the secondary schools.