I. TITLE: Proposal for Changes to
Middle/Secondary Licensure Program in Mathematics
Department of Mathematics & Computer Science
II. PRIMARY CONTACT:
Dr. Tim Hendrix, Mathematics Licensure Coordinator
hendrixt@meredith.edu 246 SMB, Ext. 8240
III. DESCRIPTION OF CHANGES BEING MADE:
Requirements for Licensure in 6 – 9 Mathematics Concentration:
Current Program Requirements
MAT 144 Functions & Graphs
MAT 211 Calculus I
MAT 220 Linear Algebra or MAT 212
Calculus II
MAT 248 Statistical Concepts and
Methods for Mathematicians
MAT 250 Introduction to Mathematical
Reasoning
MAT 334 College Geometry
CS 101 Beginning Programming or CS
modules
MAT 264 Topics in Mathematics
for Middle Grades Licensure
MAT 764 Methods of Teaching
Middle/Secondary Mathematics
TOTAL CREDIT HOURS
Credit
Hours
3
4
3–4
3
3
3
3
1-2
3
26 – 28
Proposed Program Requirements
MAT 144 Functions & Graphs
MAT 211 Calculus I
MAT 220 Linear Algebra or MAT 212
Calculus II
MAT 248 Statistical Concepts and
Methods for Mathematicians
MAT 250 Introduction to Mathematical
Reasoning
MAT 334 College Geometry
CS 101 Beginning Programming or CS
modules
MAT 760 Mathematical Knowledge
for Teaching
MAT 764 Methods of Teaching
Middle/Secondary Mathematics
TOTAL CREDIT HOURS
Credit
Hours
3
4
3–4
3
3
3
3
2
3
26 – 28
Requirements for Licensure in 9 – 12 Mathematics Concentration:
Current Program Requirements
MAT 144 Functions & Graphs
MAT 211 Calculus I
MAT 212 Calculus II
MAT 220 Linear Algebra
MAT 248 Statistical Concepts and
Methods for Mathematicians
MAT 250 Introduction to Mathematical
Reasoning
MAT 314 Calculus III
MAT 321 Modern Abstract Algebra
MAT 334 College Geometry
MAT 340 Probability and Mathematical
Statistics
CS 101 Beginning Programming or CS
modules
MAT 764 Methods of Teaching
Middle/Secondary Mathematics
TOTAL CREDIT HOURS
Credit
Hours
3
4
4
3
3
3
4
3
3
3
3
3
39
Proposed Program Requirements
MAT 144 Functions & Graphs
MAT 211 Calculus I
MAT 212 Calculus II
MAT 220 Linear Algebra or
MAT 248 Statistical Concepts and
Methods for Mathematicians
MAT 250 Introduction to Mathematical
Reasoning
MAT 314 Calculus III
MAT 321 Modern Abstract Algebra
MAT 334 College Geometry
MAT 340 Probability and Mathematical
Statistics
CS 101 Beginning Programming or CS
modules
MAT 760 Mathematical Knowledge
for Teaching
MAT 764 Methods of Teaching
Middle/Secondary Mathematics
TOTAL CREDIT HOURS
Credit
Hours
3
4
4
3
3
3
4
3
3
3
3
2
3
41
The licensure programs in middle grades and secondary mathematics, under the
recent re-visioning mandated by the North Carolina Department of Public Instruction,
are being revised to include:


One additional course, MAT 760—Mathematics Knowledge for Teaching,
which will also include a targeted field experience component, for all middle
and secondary licensure students.
Deletion of MAT 264—Topics in Middle Grades Mathematics for middle grades
licensure students
The change in the program increases the licensure requirements for secondary
licensure students by 2 credit hours. For middle grades licensure students, this
change would replace the MAT 264 requirement, which they typically took for 2
credit hours.
IV. RATIONALE OR REASONS FOR MAKING THE CHANGE:
The proposal to modify the licensure program in mathematics introduces a new
course in the licensure requirements for middle and secondary mathematics—MAT
760—that focuses directly on the content of the mathematics at the K – 12
curriculum, but from a deeper, more advanced perspective.
Currently, MAT 764 is the one “methods” course for both middle and secondary
licensure candidates in mathematics. To date, the content of this course has
included both the foundations of mathematics education and examination of the
content of middle & secondary mathematics, in addition to an introduction to lesson
planning, instructional strategies, and assessment (both formative and summative).
It is entirely too much content for one course, but the content is necessary for the
preparation to teach both middle and secondary mathematics. All middle and
secondary licensure students take this course the semester before the student
teaching internship.
In addition, middle grades licensure students took both MAT 264, which is very
loosely defined as Topics in Middle Grades Mathematics in addition to MAT 764, but
the secondary licensure students took no such course. The proposed MAT 760 would
cover both grade levels in content.
As a part of the state-approved revised licensure requirements, the current MAT
764 would be split into two courses—a new course, MAT 760, and a revision
of the content of the current MAT 764 course. The state recommendations for
licensure in middle and secondary mathematics now require a course that focuses
directly on the content of the mathematics of the grade levels prospective licensure
candidates will teach, in addition to their collegiate level mathematics coursework.
MAT 760 will focus on the philosophical foundations of mathematics education and
examine closely the content of the middle and secondary mathematics curricula.
V. IMPACT STATEMENT:
A. Primary Catalogue changes: Revised Catalogue course description
Pages 81 and 82 of the catalogue to reflect the change in the list of
requirements as seen in the table above.
B. Students
Middle Grades licensure students currently take MAT 264 (2) and MAT 764 (3).
Secondary licensure students currently take MAT 764 (3) only. No change in
credit hours required for Middle Grades licensure students, and addition of
one two-credit course for Secondary Licensure students.
C. Budget
The faculty members for this course are not impacted. Currently, we have one
faculty member devoted to mathematics education, with one faculty member
(part-time director of the Learning Center) who is completing a doctoral
program in mathematics education, and will be qualified to teach these
courses at the completion of her degree program.
Library resources are not impacted. There are always technology resources
that are needed for us to deliver the highest level of preparation for teachers
of mathematics. As a college, we are already behind—many schools provide
SMART board technology in every mathematics classroom, but we do not
have this technology on our campus.
There is a dedicated classroom/laboratory for science and mathematics
licensure courses in Room 158 SMB.
D. Outline of all catalogue changes that will result
Page 81—middle grades licensure in mathematics
Page 82—secondary grades licensure in mathematics
E. Other Departments and Programs
There are no other departments or programs that are affected by this change.
VII. ASSESSMENT PLAN:
Assessment plan will focus on the intern portfolio required by the teacher education
program and the NC Dept of Public Instruction of all teacher candidates. The
teaching portfolio must include demonstration of meeting the NC Teacher Standards
for content knowledge and content knowledge for teaching.
VII. SUPPORT DOCUMENTATION:
A. Statements from other programs that may be affected:
There are no other programs affected by this new requirement. The Teacher
Education Committee will review the proposal before coming to Academic
Council, and the licensure changes have been approved by Teacher Education
before they were approved by the North Carolina Department of Public
Instruction.
B. List of references (descriptions of similar courses at other institutions):
Every higher education institution was required to re-vision their teacher
education licensure programs and this is a new requirement. The closest
program to ours is NCSU, which is adding a similar requirement in their
program to include a new course, EMS 490.
C. Other supporting documentation:
See below—North Carolina Teacher Standards revised version
Standards for Mathematics Teachers from the NC Department of Public Instruction
(Emphasis below added by proposer), page 21:
What mathematical knowledge do teachers need to know? Content knowledge that preservice teachers learn in mathematics education must strongly emphasize “mathematical
knowledge for teaching.” This includes an understanding of the ways learners think,
knowledge of didactic representations, the ability to make pedagogical judgments about
students’ questions and solutions to mathematical problems, and the ability to make
judgments about the mathematical quality of instructional materials. The advanced
mathematics in a traditional college mathematics program, while important, may be
“remote from the core content of the K-12 curriculum.”1 It is important that the
mathematics curriculum of a teacher licensure program include content necessary for
teacher licensure candidates to develop deep understanding of the mathematics that they
will teach.
An accredited teacher licensure program provides bridges from traditional mathematics
content to the mathematics knowledge for teaching. Ideally, such bridges are integrated in
mathematics coursework. However, given that this is not always possible, then other special
courses may need to be designed specifically for pre-service teachers. Elementary grades
teachers must be provided with substantial opportunities to focus on real numbers, data
analysis and probability, geometry and measurement, and algebra. Similar and possibly
more extensive opportunities are recommended for middle grade teachers, focusing on real
and imaginary numbers with an emphasis on rational numbers and proportional reasoning,
geometry, algebra, and data analysis and probability. Secondary mathematics teachers
need substantial opportunities to address the mathematical knowledge for teaching 9-12
school mathematics. The focus needs to address knowledge of the mathematical
understandings and skills that students acquire in elementary and middle school and how
they affect learning in high school. In addition secondary mathematics teachers need a deep
understanding of the fundamental mathematical ideas in grades 9-12 mathematics curricula
and strong technical skills for application of those ideas (e.g., Algebra I/II, Geometry).
Online introduction to Ball, D.L., Hill, H.C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows
mathematics well enough to teach third grade, and how can we decide? American Educator. pp.14-22, 43-46.
Retrieved April 19, 2008 from http://www.aft.org/pubs- reports/american_educator/issues/fall2005/bond.htm
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