Math
Section IV.
Candidate Preparation (printable version)
A. Candidate Perceptions of Teacher Preparation Program
To obtain candidate perceptions of their experiences in mathematics education leading to teacher certification three instruments are used: exit interviews, self/ faculty assessments, and subject-specific mathematics education surveys (See appendix). The self/faculty assessment and exit interview questions were developed in conjunction with the secondary methods instructors group.
Exit Interviews--Four student teachers return each semester and speak to methods students in Math 306. Following this class discussion, the methods instructor has exit interviews with student teachers. Questions focus on the strengths and weaknesses of the mathematics teacher-certification program and their opinions about the student teaching experiences.
Results
Math Content
• Overall, students felt well prepared in mathematics they particularly felt most prepared in areas of calculus and geometry.• Students felt they had a strong math base and enjoyed math professors.• The following were concerns for the interviewed students:• Many math courses will never be used.• More hands-on and integration with teaching.
Education and Methods
• Students felt the methods course was most helpful.• They feel like they have many resources at hand.• They feel prepared and more comfortable in teaching.• The following were concerns for students:• poor preparation for handling classroom discipline.• more experiences in different situations.• more organized FETE program.
Strength of the Program
• Availability of professors.• Small class size.• Students felt close to professors.• Many hands-on activities.• The practical teaching ideas.
Weakness of Math Education Program
• The need for connecting mathematics content and methods in all classes.• More methods courses.• More work with manipulatives.• More work on discipline and organization.• Increase classroom exposure before student teaching.
Self/ Methods Instructor Assessment
The Self/Method's Instructor Assessment instrument has dispositions that are aligned to the COE's mission statement. Preservice teachers assess themselves before they student teach. The following results are from students' comments and method’s instructor.
Results
Students rated themselves competent in communication, yet two (n=38) students according to their instructor were not acceptable. Unprofessional behavior such as lateness or absenteeism was greater than the students' assessment (4 students). Students did not realize absenteeism was a problem. Students differed with faculty assessment (5/37) on their independence of finding resources or initiative. In all other areas there was agreement. Based on the self and methods' instructor assessment instrument, we draw the following conclusions: Most EMU students and their methods instructors perceive themselves/rate students as being:
• Prepared to relate to students and other professionals.• Somewhat prepared to work professionally (attendance and lateness)• A caring, professional educator for a diverse and democratic society.
It can also be concluded that:
• Some students may have difficulty themselves, in terms of their professional self-concept.• Students' self-perception increased after student teaching and field practicum.
Although the sample is small, students’ comments do provide significant information regarding education students’ perceptions.
Surveys--the math education area created this instrument. The results follow:
1. Do you feel comfortable to teach mathematics at the appropriate level (elementary, junior high, high school, special education)?
Very Confident=10 Very fearful=1
Average value of 62 math majors: 8.2
2. Do you feel knowledgeable about: NCTM Standards: YES/NO (60/2)
MCF: YES/NO (43/19)
Reform texts: YES/NO (62/0)
MEAP: YES/NO (62/0)
3. Circle the topics that you feel comfortable in your knowledge (not necessarily comfortable in teaching)?
Algebra Concepts 62
Geometry 60
Measurement 62
Data Analysis and
Statistics Probability 43
Number Sense and
Operations 62
Problem solving 62
4. Do you feel comfortable using manipulatives in your teaching?
Average rating: (10=very comfortable, 1=very uncomfortable)=9.8
5. Do you feel comfortable teaching problem solving to students?
Average rating: 8.7
6. Do you feel prepared to teach with calculators?
Average rating: 8.5
7. Do you feel prepared to teach with computers?
Average rating: 7.3
8. What courses/topics in mathematics were most helpful to you in your undergraduate experience?
9. In your opinion what courses/topics in math need to be added to our curriculum?
10 Further Comments:
The math classes have been wonderful. The teachers are for the most part, incredibly enthusiastic.
The math teacher education program prepared me well for the mathematics certification exam.
The majority of the math and education teachers I encountered at EMU have been very helpful and full of great ideas. I am very glad to have come here…no regrets.
Too much emphasis on more complicated math and not enough on lower level.
The structure of this course (methods) allowed us to cover a lot of material and do many helpful things without feeling stressed about it. The field experience was very helpful.
The best part of the methods class was the actual teaching experience; it is that experience which gives me the comfort to say I feel comfortable at the above levels. Without that experience I would feel like I was flying blind.
B. EMU Passing Rate on Michigan Test for Teacher Certification Mathematics Content Area Test.
As a compliment to student perceptions, the mathematics department uses the Michigan Test for Teacher Certification content area test to provide input for curriculum improvement. About one-third of students in mathematics department are non-traditional age, post-baccalaureate graduate students. These students earned many hours at other institutions. Hence, many have not earned mathematics courses at EMU. These students often take the math test without needed mathematics. The Math Dept. records of student test pass rate in the hopes of detecting patterns and problems. Table 1 reports the MCTTC scores according to the year and success/rate. The state results are listed as well.
Note: Effective with the October 2001 test, “mathematics” was discontinued as a single test. Instead, there are now separate tests in “secondary mathematics” (97% pass rate, n=32) and in “elementary mathematics” (85% pass rate, n=92).
Table 1: Secondary
| Test Administration |
EMU Passing Rate % |
State Passing Rate% |
Number of EMU Students Taking the Test |
Number of Students in the state Taking the Test |
| October 2001 |
100 |
85 |
3 |
118 |
| January 2002 |
100 |
81 |
7 |
176 |
| April 2002 |
100 |
74 |
2 |
186 |
| July 2002 |
92 |
77 |
13 |
193 |
| October 2002 |
100 |
84 |
7 |
138 |
Table 2: Elementary
| Test Administration |
EMU Passing Rate % |
State Passing Rate% |
Number of EMU Students Taking the Test |
Number of Students in the state Taking the Test |
| October 2001 |
81 |
82 |
21 |
238 |
| January 2002 |
88 |
82 |
17 |
288 |
| April 2002 |
90 |
74 |
20 |
275 |
| July 2002 |
81 |
80 |
21 |
272 |
| October 2002 |
87 |
76 |
15 |
226 |
Student who do not pass the test taking it again many times without necessarily taking the needed course recommend by the university. There is no way to prevent students from taking the test without remedial course work.
EMU Math Dept. continuously looks for additional ways to assist students who do not pass the test, yet want to be teachers. We are committed to helping these students in reviewing and updating their mathematical knowledge and competence.
C. Pedagogy. The EMU Mathematics K-12 program addresses the Michigan State Board of Education Entry Level Standards for Michigan Teachers, including:
1. An Understanding and Appreciation of General Education Courses. The EMU General Education program requires students to take a variety of courses in the liberal arts and sciences that are clustered into the following six areas: 1) Symbolics and Communication; Science and Technology; Social Science; Arts and Humanities; and Cross Cultural or International Studies.
Students are required to take 16 courses for all of the six areas. Prospective elementary teachers and secondary mathematics teachers can have teaching majors and teaching minors in mathematics.
2. An Understanding of the Commitment to Student Learning and Achievement.
The conceptual framework of the Eastern Michigan University Education department describes the role of the professional teacher as a caring, professional educator for a diverse and democratic society.
Beginning in the elementary and secondary methods classes, Math 381 and Math 306 students review the self/methods instructor evaluation form and discuss the content of the form and its implications for professional teachers. In preparing a professional teaching portfolio, students organize the their work and efforts around the College of Education’s mission statement.
3. A Knowledge of the Mathematics and How to Teach Mathematics
Elementary and secondary preparation students are required to have a teaching major and minor (elementary future teachers can have three minors). It is in these course that students learn the content that will be a part of the P-12 curriculum that the will teach in preschool, elementary, and secondary schools. Methods faculty incorporates the Michigan Curriculum Framework throughout their courses. This document is used a guideline when determining the content of the coursework in the disciplines for majors and minors for teacher education candidates.
In order to learn how to teach mathematics and other subjects for which they will be responsible, students preparing to teach in the elementary school mathematics are required to take Math 108 (Math for Elementary Teachers I); Math 109 (Math for Elementary Teachers II), Math 210 (Algebra for Elementary Teachers), Math 240 (Geometry for Elementary Teachers), Math 301 (Advanced Topics), Math 381 (Math Methods for Elementary Teachers) and Math 403 (Research in Mathematics Education).
Those students preparing to teach in secondary schools take the required coursework for mathematics majors/minors and Math 306 (Mathematics Methods for Secondary Teachers).
The Michigan curriculum Frameworks documents for mathematics is used by all faculty to prepare the content of the methods courses, and it is used in the courses by students so that they will become familiar with the document as they learn to prepare mathematics curriculum, instruction, and assessment.
4. An Ability to Manage and Monitor Student Learning
Monitoring, assessment, evaluation, and management of students’ learning mathematics are introduced in the following course, taken by both elementary and secondary mathematics teacher certification candidates: EDPS 340 Introduction to Assessment and Evaluation, and EDPS 322 Human Development and Learning.
5. An Ability to Systematically Organize Teaching Practices and to Learn from Experience
Students in the mathematics education programs are introduced to the importance of organizing one’s instructional practices and to reflect on one’s practice in order to learn from them in Math 381, Math 306, Curr 304, and Curr 305.
6. A Commitment to Participate in Learning Communities
Certification candidates are encouraged to join national professional mathematics organizations, and their local affiliates such as NCTM, MCTM, and DACTM. Candidates highlight their membership in these organizations in a section of their teaching portfolio, in which they describe the benefits they gain from being a member of such associations. Instructor encourages candidates to attend mathematics related conferences sponsored by professional organizations by making course assignments of conference attendance, and writing a critique of the presentations.
7. Use of Technology
The appropriate use of technology is specifically addressed in EDMT 330 Instructional Applications of Media and Technology. However, the use of technology is also emphasized in the mathematics methods course, at both the elementary and secondary levels. In assignments for methods course, such as lesson plans and unit plans, students are required to include the use of a range of appropriate technology. In addition, faculty model the use of technology throughout the coursework in the teacher preparation program, as do faculty teaching mathematics course.
Assessment of student teachers’ classroom practice for the 14-week placement is conducted and collected by the College of Education. The Department of Mathematics continues to work with the student teacher in a variety of ways. The student teachers are invited to speak and offer advice to methods classes. Student teachers often invite the Mathematics Methods Instructor to their classroom to observe and interact with the cooperating teacher. The responses from Cooperating Teachers to methods faculty are informal.
Faculty from the Mathematics Department and the Methods faculty in particular use formal and informal methods to collaborate on the creation of programs for elementary and secondary teachers. Formal program planning takes place in the Math Methods Area. This group meets regularly during the academic year to review all certification programs. Currently there are nine faculty members in this area.
The following issues focus on the program and students
Program Issues
Student Issues
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