Presidential Task Force to Improve K-12 Science and Math Teacher Preparation

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Presidential Task Force to Improve K-12 Science and Math Teacher Preparation

Presidential Task Force to Improve K-12 Science and Math Teacher Preparation

Session 2: Existing Resources at the U of U

1. Pathways for an undergraduate in the Math Department to become a K-12 teacher

1a. How do students learn about the requirements and support to become a K-12 math?

Students typically learn about these requirements when meeting with Math’s Undergraduate Advisor. This information is also available on the department’s website. Regular Math majors are sometimes recruited as Math for America Fellows.

1b. What degree does a student receive in your department (e.g., a BS in Math or Math Teaching)? How is this indicated on their diploma?

They receive a BS or BA in Mathematics Teaching. This is what appears on their diploma. Math for America Fellows earn an MS in Mathematics Teaching and an alternative route to licensure.

1c. How many math credits are required for a Math education major and Math Education minor? Are there “hidden credits” due to prerequisites within our outside of Math?

For the Math Teaching major, 55 credit hours of math classes and 58 credit hours of education classes are required. The Math Teaching minor requires 33 credit hours of math coursework.

1d. What kinds/amount of peer and advisory support are available (e.g., cohort opportunities, informal gathering space, social events, formal advising)?

The common coursework (all taught in small section) that Math Teaching majors and minors take in the department provides a de facto cohort experience for many students.

2. Outcomes of K-12 teacher training

2a. How many undergraduate students take a Math education major and minor?

There are about 7-8 majors per year, and about 4-5 minors.

2b. Are there mechanisms to track these students after they graduate? If so, what are their retention rates as schoolteachers?

There aren’t really good tracking mechanisms in place. We maintain close ties with recent graduates in local districts.

3. Faculty Offerings and Support

3a. How many and of what rank (tenure track, career track) of faculty and staff teach classes to students who wish to become K-12 teachers?

About 3 or 4 career-line and 3 or 4 tenure-line faculty regularly teach these classes.

3b. What kinds/amounts of support for these faculty are available (seminars, workshops, support, recognition, encouragement)?

The Department has a long history of valuing courses for future teachers, placing them on the same footing as courses for our regular majors. Instructors receive the same level of support and recognition as other courses.

4. Barriers to Creating more K-12 teachers

4a. What barriers in your department (as opposed to the general K-12 education system, such as low pay) do you perceive students face in becoming K-12 teachers?

The Math Teaching major is really a five-year degree. For students who become interested in the Math Teaching major as juniors, it’s very difficult to complete in five years. (For such students, the best route is often the regular math major followed by the Math for America Fellows program.)

5. Solutions to Overcome Barriers:

5a. What activities/opportunities would enhance the training of K-12 teachers in your department?

It will be important to investigate institutionalize something like the Math for America model (that is, a four year regular math major followed by a Masters program with licensure after the first year). We have about two years of $1M/year external funding for the Math for America program. Something should be in place when that money runs out.

I think it would also be important to investigate the possibility of streamlining some of the Math Teaching major requirements with the aim of making it a viable four-year degree.

5b. What resources do you need to enhance the training of K-12 teachers in your department (e.g., faculty lines for faculty; specialized advising, recruitment of high school students, cohort structures)?

A potential game changer would be the creation of a solid Math and Science Ed research group in the College of Education.

6. Feel free to append materials (e.g., stats on numbers of K-12 teacher graduates; lists of classes offered, any other comments) The requirements for the Math Teaching Major are listed below.

Course Numbers / Title / Credit Hours
Required courses:
Math 1210, 1220, 2210 / Calculus I, II, III / 4,4,3
Math 2200 / Discrete Mathematics / 3
Math 2270 / Linear Algebra / 4
Math 2280 / Differential Equations / 4
Math 3010 / History of Mathematics / 3
Math 3070 / Applied Statistics I / 4
Math 3210 / Foundations of Analysis I / 4
Math 3100 / Foundations of Geometry / 3
Math 4030 / Foundations of Algebra / 3
Math 4090 / Teaching Secondary School Math / 3
Math 4095 / Practicum for Secondary Math Teachers / 2
Math 5700 / Capstone Course in Mathematics / 3
Elective course:
Select one course from the following list, or another course numbered above 4200 except those excluded from the regular mathematics major. / 3-4
Math 3220 / Foundations of Analysis II / 4
Math 4400 / Intro to Number Theory / 3
Allied courses:
Physics 2210 / Physics for Scientists and Engineers I / 4
or Physics 3210 / Physics for Scientists I / 4
To graduate with a teaching major students must receive a score of 165 or higher on the Praxis Exam #5161: "Mathematics: Content Knowledge."
The Math Department strongly advises students to complete the physics sequence.
** Students must also complete the Secondary Teacher Licensure Program coursework required by the Urban Institute for Teacher Education.. **

These should be compared with the regular math major requirements:

Course Numbers / Title / Credit Hours
Required Courses:
Math 1210, 1220, 2210 / Calculus I, II, III / 4,4,3
Math 2270 / Linear Algebra / 4
Math 2280 / Differential Equations / 4
Math 3210, 3220 / Foundations of Analysis I,II / 4,4
Elective courses:
Seven different semester courses in mathematics chosen from Math 2200 or CS 2100 and any Math course numbered 4200 or higher,except 4910, 4950, 4999, 5000, 5150, 5160, 5700, 5900 (taken Fall 2005), 5910, 5960, or 5969. / 21-27
Allied courses:
Physics 2210, 2220 / Physics for Scientists, and Engineers I, II / 4,4
or Physics 3210, 3220 / Physics for Scientists I, II / 4,4