ࡱ> /1,-. ebjbj?? ]]Xo3|O8p3X  )7777777A:<7-1  157!h 8!!!97!17!!.h/-T/0L80O8d/|=!= /!/r0111 5:    Department of Mathematics and Science Education 105 Aderhold Hall Athens GA 30602-7124 Phone: 706.542.4194 | Fax: 706.542.4551  HYPERLINK "http://www.coe.uga.edu/mse" http://www.coe.uga.edu/mse  HYPERLINK "mailto:mse@uga.edu" mse@uga.edu Program Handbook for the BSEd in MATHEMATICS EDUCATION Dear Prospective Student: Thank you for your interest in the University of Georgia Mathematics Education undergraduate degree program. The Mathematics and Science Education Department at the University of Georgia is renowned for its scholarly contributions to mathematics education research, curriculum development, and policy at local, state, and national levels. Committed to the preparation of prospective mathematics teachers and continued professional development of practicing mathematics teachers, we offer a nationally accredited program preparing students to teach mathematics in secondary school (grades 6-12). The program emphasizes a blend of mathematical studies, professional studies, and practical experiences in schools. Students will be acquainted with the latest developments in curriculum and instruction, including instructional technology. Graduates of the program are eligible for initial teacher certification in Georgia. There are two program options available to you, both of which lead to certification to teach secondary mathematics. Graduates may receive the Bachelor of Science in Education degree or they may pursue in a dual degree program awarding both a Bachelors of Science in Education in Mathematics Education and Bachelors of Science in Mathematics. The dual program combines the requirements for Mathematics and Mathematics Education into a single program; this program requires wise and careful course selections in order to meet the requirements for both degrees. As part of our mission to maintain, continuously monitor, and improve our program for the Bachelor of Science in Education and improve the quality of secondary mathematics teachers, we have implemented a new application procedure. Please note that candidates do not have to select their program option at the time of application submission. This packet includes (a) this introductory letter, (b) the policy for admission to the undergraduate program in mathematics education, (c) the undergraduate mathematics education program overview, (d) an application form, and (e) the tutoring experience reflection documentation that you must successfully complete as one of the application requirements. Please carefully review the criteria for the tutoring experience and have any questions addressed by the undergraduate coordinator for mathematics education before you begin the experience. We wish you continued success in your pursuit to become a secondary mathematics teacher. If you have any questions or need additional information, please contact us. Sincerely, Denise S. Mewborn Department Head dmewborn@uga.edu Douglas Griffin Undergraduate Coordinator doug1115@uga.edu  POLICY FOR ADMISSION TO UNDERGRADUATE MATHEMATICS EDUCATION PROGRAM Admission to the undergraduate Mathematics Education program is competitive. There may be more students who wish to enter than there are available seats in the program. Faculty must select the most qualified students from the population of students who meet the minimum requirements for entry into the program. Admission to the undergraduate Mathematics Education degree program requires the following minimum qualifications: An overall grade point average of at least 2.75; Successful completion of MATH 2250 (Calculus I), MATH 2260 (Calculus II), MATH 3000 (Introduction to Linear Algebra), and MATH 3200 (Introduction to Higher Mathematics), each with a grade of C or better; Passing scores on the GACE Basic Skills Assessment or exemption; Completion of at least 30 clock hours of tutoring pre-college students in a structured setting in the mathematics of grades 6-12; Tutoring experience reflection documentation. All students meeting these requirements will then be ranked using the following formula: 5 [grade in MATH 2250 (Calculus I) + grade in MATH 2260 (Calculus II) + grade in MATH 3000 (Linear Algebra) + grade in MATH 3200 (Introduction to Higher Mathematics) + overall grade point average]. A minimum of 57.25 points is required to be considered for admission. Students who have at least 57.25 points will then be rank ordered, and the 25 students having the highest point totals will be admitted to the program each semester. In the event of a tie, we will admit 26 students. A student who has been admitted for a given semester and is unable to enroll due to an emergency will automatically be allowed into the next cohort s/he is able to join. Students can reapply as many times as they wish. The 30-hour tutoring experience is an integral component of your application for admission. Our goal for this experience is to help teacher candidates focus on how students learn and do mathematics. It should involve the mathematics content of grades 6-12 and students of ages 11-17 who are not yet enrolled in post-secondary studies. Tutoring in a structured setting and working with students whose background is dissimilar to your own is preferred. This experience must be documented with the tutoring experience reflection documentation found at the end of this packet. The purpose of this new admissions procedure is to allow candidates to demonstrate their commitment to both their own learning and to students learning so that faculty can select the strongest possible cohort each semester. Experiences with students, with the diversity of people who populate Georgias schools, and with intellectual challenges will be highly valued. Upon acceptance the program, the following requirements are necessary for completion: Maintain a 2.75 overall GPA; Complete all requirements set forth by the university and the degree program in which you are enrolled; Successfully complete all classes in the major (mathematics, statistics, mathematics education, general education), each with a grade of C or better; Conduct yourself professionally in all field placements; Earn passing scores on Georgia certification tests that, in addition to graduation, are required for certification. As indicated by my signature below, I understand the policy for the admission into and completion of the undergraduate Mathematics Education degree program. _____________________________________________________ ______________________ Name Date UNDERGRADUATE MATHEMATICS EDUCATION DEGREE PROGRAM OVERVIEW University requirements such as US. history, U.S. and Georgia constitutions, environmental literacy, and Regents Exam must be met. Area I: Foundations (9-10) ENGL 1101 _____ ENGL 1102 _____ MATH 1113/2250 _____ Area II: Sciences (8) Physical Science (4) Course: _______________ Course: _______________ Life Science (4) Course: _______________ Course: _______________ Area III: Quant. Reas. (4) MATH 2250/2260 _____ Area IV (12) World Language/Culture (9) Course: _______________ Course: _______________ Course: _______________ Course: _______________ Humanities/Arts (3) Course: _______________ Course: _______________ Area V (9) History/Political Science (6) HIST 2111-2 _____ POLS 1101 _____ Social Science (3) Course: _______________ Area VI: Major Related (18) EFND 2110 _____ EFND 2120/SPED 2000 _____ EPSY 2130 _____ Course: _______________ Course: _______________ Course: _______________ Course: _______________ Teaching Field (18) MATH 3000 _____ MATH 3200 _____ MATH 4000 _____ MATH 5200 _____ EMAT 4680 _____ STAT 4070/4210; MATH 4600 _____ Professional Education (33) EMAT 3450 _____ EMAT 3500 _____ EMAT 4500 _____ EMAT 4360 _____ EMAT 5360 _____ EMAT 5460 _____ EMAT 4950 _____ Major Electives (12) Choose at least 2: MATH 4010 _____ MATH 5210 _____ MATH 3100 _____ MATH/STAT______________ MATH/STAT______________ Choose: EMAT 4450 _____ EMAT 4550 _____ EMAT 4600 _____ EMAT 4650 _____ General Electives (6) Course: _______________ Course: _______________ Course: _______________ _____________________________________________________________________________________ University-wide Requirements: Environmental Literacy _____ GACE Basic Skills _____ GA Const _____ Fed Const _____ Physical Education _____ Regents Reading _____ Regents Writing _____ DETAILS OF MAJOR COURSE REQUIREMENTS Teaching Field For both BSEd and Dual BS/BSEd degree students, a minimum of 30 hours of upper level (3000+) content courses are required, including at least one course in each of linear algebra, geometry, abstract algebra, statistics or probability, instructional computing, and introduction to higher mathematics. Typically, a student working toward a BSEd takes the following content courses: MATH 3000 Introduction to Linear Algebra. (3 hours) MATH 3200 Introduction to Higher Mathematics. (3 hours) MATH 4000 Modern Algebra and Geometry I. (3 hours) MATH 5200 Foundations of Geometry I. (3 hours) EMAT 4680 Technology and Secondary School Mathematics. (3 hours) STAT 4070 Probability and Statistics for Secondary Teachers, STAT 4210 Statistical Methods, OR MATH 4600 Probability & Statistics. (3 hours) Plus 4 content electives Students working toward a Dual BS/BSEd typically take the following content courses: MATH 3000 Introduction to Linear Algebra. (3 hours) MATH 3100 Sequences and Series. (3 hours) MATH 3200 Introduction to Higher Mathematics. (3 hours) MATH 4000 Modern Algebra and Geometry I. (3 hours) MATH 5200 Foundations of Geometry I. (3 hours) MATH 4600 Probability & Statistics OR STAT 4510 Mathematical Statistics I. (3 hours) MATH 4100 Real Analysis, MATH 4150 Complex Variables, OR MATH 4250 Differential Geometry. (3 hours) EMAT 4680 Technology and Secondary School Mathematics. (3 hours) Plus two content electives, one of which must have an MATH prefix Students have a variety of choices for content electives, including the following: MATH 3100 Sequences and Series. (3 hours) MATH 5210 Foundations of Geometry II. (3 hours) MATH 4010 Modern Algebra and Geometry II. (3 hours) MATH 4150 Complex Variables. (3 hours) MATH 4250 Differential Geometry. (3 hours) MATH 4400 Number Theory. (3 hours) MATH 4690 Graph Theory. (3 hours) MATH 4670 Combinatorics. (3 hours) EMAT 4450 Mathematics in Context. (3 hours) EMAT 4550 Contemporary School Mathematics. (3 hours) EMAT 4600 Problem Solving in Mathematics. (3 hours) EMAT 4650 Historical and Cultural Foundations of Mathematics. (3 hours) Professional Education Courses The required mathematics education sequence, totaling 33 hours taken over four semesters, includes courses and practica for mathematics curriculum, mathematics instruction, student teaching, and a post-student teaching seminar. EMAT 3450 School Practicum in Secondary Mathematics. (3 hours) EMAT 3500 Concepts in Secondary School Mathematics. (3 hours) EMAT 4500 Connections in Secondary School Mathematics. (3 hours) EMAT 4360 Teaching and Learning Secondary School Mathematics. (3 hours) EMAT 5360 Secondary School Mathematics Field Experience. (3 hours) EMAT 5460 Student Teaching in Secondary School Mathematics. (15 hours) EMAT 4950 Professional Seminar in Secondary School Mathematics. (3 hours) These courses are taken in the following configuration: 1st semesterEMAT 3450 School Practicum in Secondary Mathematics. (3 hours) EMAT 3500 Concepts in Secondary School Mathematics. (3 hours) EMAT 4680 Technology and Secondary School Mathematics. (3 hours) 2nd semesterEMAT 4500 Connections in Secondary School Mathematics. (3 hours) 3rd semesterEMAT 4360 Teaching and Learning Secondary School Mathematics. (3 hours) EMAT 5360 Secondary School Mathematics Field Experience. (3 hours) 4th semesterEMAT 5460 Student Teaching in Secondary School Mathematics. (15 hours) EMAT 4950 Professional Seminar in Secondary School Mathematics. (3 hours)  UNDERGRADUATE MATHEMATICS EDUCATION PROGRAM APPLICATION PROCEDURES Please include the following in your application package: application form (p. 9 of this packet) signed Policy for the Admission of Students (p. 3-4 of this packet) 30-hour tutoring experience reflection documentation (p. 11-13 of this packet) All documents must be typed/word processed. To add additional space to a table in the application, highlight a row, on the task bar select table, then select insert, and then select insert rows above or below. In the interest of conservation the application can be submitted via email to Mr. Doug Griffin at  HYPERLINK "mailto:doug1115@uga.edu" doug1115@uga.edu. Hard copies can be sent to Mr. Doug Griffin, Department of Mathematics and Science Education, 105 Aderhold Hall, Athens, GA 30602-7124 or dropped off in his mailbox in 105 Aderhold. For fall semester entry, the package must be received in its entirety no later than 5:00 pm on the third Friday in January; for spring semester entry, the package must be received in its entirety no later than 5:00 pm on the third Friday in September. Notification of acceptance or rejection will be sent to the e-mail address provided in the application. UNDERGRADUATE MATHEMATICS EDUCATION PROGRAM APPLICATION FORM Personal Information NameUniversity ID Number 810 Preferred Phone (with area code) Preferred E-mail Academic Background Include any additional coursework in Mathematics, Physics, Computer Science, Statistics, or Education and courses you are currently taking. For grade of current coursework use N/A. You may add spaces as needed. CourseTitleSemesterYearGradeMATH 2250Calculus I MATH 2260Calculus II MATH 3000Introduction to Linear Algebra MATH 3200Introduction to Higher Mathematics  TUTORING EXPERIENCE REFLECTION DOCUMENTATION Acceptable Tutoring Experiences To help teacher candidates focus on students ways of doing and thinking about mathematics, admission into our program requires 30 hours of one-on-one tutoring. The experience is not arranged by the university or the Mathematics and Science Education Department; each teacher candidate is responsible for arranging his or her own tutoring experience. The tutoring must involve the mathematics that is taught in grades 6-12 and students of ages 11-17 who are not yet enrolled in post-secondary studies. Therefore, tutoring fellow college students even in mathematics from grades 6-12 is not acceptable. Likewise, tutoring at the university Athletic Association is not an option. This tutoring experience can come from a paid position or volunteer work. Tutoring in a structured setting is preferred (e.g., through CLASE, EDUC 2460, Communiversity, Athens Boys and Girls Clubs, etc.), but private tutoring is acceptable. Gaining experience working with students in a setting/situation that is different from your own background is encouraged though not required. Restrictions While we prefer that all 30 hours are earned at the same site, we understand the difficulties this can pose. Thus, the 30 hours may be accrued through tutoring at no more than two sites with no fewer than 10 hours in each site. Therefore 10 hours at site A and 20 hours at site B is acceptable; 2 hours at site A and 28 hours at site B is not. Tutoring Opportunities Many Athens area middle and high schools are looking for mathematics tutors, both as volunteers and as paid positions. The Mathematics Education Student Association (MESA) maintains a list of mathematics tutoring opportunities throughout the Clarke and surrounding counties. This information is posted on the MESA bulletin board outside of the Mathematics Education Office in Aderhold 105. For additional information on mathematics tutoring opportunities see the MESA webpage (http://math.coe.uga.edu/Mesa/MESA.html) for contact information for current MESA officers. If you are unsure if a tutoring situation you have arranged meets the mathematics education program requirements, contact Doug Griffin at doug1115@uga.edu. Documentation of Hours Site 1:Supervisor: Address: Preferred Contact Information:Phone: DateTimeBrief Description of Activity (e.g., factored quadratics, graphed lines, reviewed for test)HoursSignature of Supervisor          Total Hours For second tutoring site if needed. Site 2:Supervisor: Address: Preferred Contact Information:Phone: DateTimeBrief Description of Activity (e.g., factored quadratics, graphed lines, reviewed for test)HoursSignature of Supervisor          Total Hours Reflection During your first week, take a tour of the entire facility (preferably guided by a student) to get a sense of the atmosphere. Try to talk with several people in the setting, other tutors, program directors, volunteers, etc. Ask them about their responsibilities and perspectives on the students they serve. You may find it helpful to compose brief notes after each tutoring session to help you remember any significant moments for your written reflection. The written reflection itself should answer the following questions. Please list each question and your response rather than compose one narrative that attempts to answer all the questions. If you use two settings, you will need to complete a reflection for each. Each reflection should be typed, double-spaced, and 3-5 pages in length. Please review and analyze your tutoring experience in relation to what you learned about the students and their understanding of mathematics. 1. Describe your tutoring experience, your role and responsibilities in the experience, whether you worked with the same student the entire time or with different students, and whether it was a paid or volunteer position. 2. Describe the community the program serves including type of community (rural, urban, etc.), demographics of the community population and the students served, number of students served, description of the staff, resources available to students, and organization of the program. 3. In what ways was the student(s) you worked with or the settings you were in different or similar from your own background? 4. What special opportunities for your learning and growth as a professional educator did this site provide? If none, explain. 5. What surprised you about this experience and why? 6. What surprised you about the student's mathematical thinking and why? 7. Describe some successes and struggles you experienced with your student. 8. How has your understanding of how adolescents learn and do mathematics changed as a result of this experience? 9. What did you find most rewarding about your tutoring experience and why? 10. What aspects of your experience did you find difficult and why? 11. What have you learned about your own interests, needs, and concerns about teaching mathematics as a result of this experience? 12. What other insights or thoughts about this experience would you like to share? (optional) Dear Education Professional/ Tutoring Supervisor: Thank you for making your student(s) and program available to a candidate for admission to the undergraduate mathematics education program at the University of Georgia. The purpose of this tutoring experience is to have prospective teachers become familiar with the ways students do and think about mathematics. We expect the tutor to work one-on-one with students of ages 11-17 on mathematics content of grades 6-12 in activities that you consider to be appropriate. This can include remediation in areas students are struggling, enrichment activities, test review and preparation, or homework assistance. The experience and knowledge gained by the tutor will provide a foundation for mathematics education coursework and field experiences in the program. The tutor must spend a minimum of 30 hours tutoring students in a structured setting. This time can de divided among two different sites provided that at least 10 hours are completed at each. The tutor must complete a written reflection of his or her experiences. We are asking you to sign the tutor's log to verify his or her hours; it is the tutor's responsibility to maintain accurate records. In addition, we are asking you to complete an evaluation of the interns experience and send it to Mr. Doug Griffin Department of Mathematics and Science Education Aderhold Hall 105 Athens, GA 30602-7124 or email it to  HYPERLINK "mailto:doug1115@uga.edu" doug1115@uga.edu. The tutor should provide you with a stamped, addressed envelope to submit the evaluation. We appreciate your interest in the future of our profession and support of our undergraduate students. If you have any questions or concerns, please feel free to contact me. Sincerely, Doug Griffin Mathematics and Science Education Undergraduate Coordinator 706.542.4194  HYPERLINK "mailto:doug1115@uga.edu" doug1115@uga.edu Evaluation of Tutor To be completed by tutoring coordinator or supervising education professional. The evaluator is requested to return this evaluation form to Mr. Doug Griffin, Department of Mathematics and Science Education, 105 Aderhold Hall, Athens, GA 30602-7124 or by email to  HYPERLINK "mailto:doug1115@uga.edu" doug1115@uga.edu. Name of Teacher Candidate Name of EvaluatorSite Preferred Contact InformationCity/State  Please rate the tutor on each item according to the following scale: 5 = Outstanding 4 = Very Good 3 = Acceptable 2 = Poor 1 = Unacceptable NA = Not applicable _______1. Demonstrates promptness and punctuality in agreed upon responsibilities. _______2. Follows program policies in an acceptable manner. _______3. Maintains positive attitude and professional demeanor. _______4. Communicates effectively. _______5. Demonstrates an interest and enthusiasm in helping students learn mathematics. _______6. Demonstrates a good understanding of mathematics. _______7. Acts as an appropriate role model for students. _______8. Works well with students of ages 11-17. _______9. Accepts constructive criticism and uses feedback effectively. Use this space to make any additional comments about the tutor's experience in your program.  How do you feel about this tutor's potential as a secondary mathematics teacher? Good ______ Neutral ______ Doubtful ______ __________________________________________________ ___________ Evaluator Signature Date  Note: A C- is NOT acceptable.  Applicants may exempt GACE if they have earned a qualifying score on one of these tests: SAT (Critical Reading and Mathematics scores combined e" 1000), ACT (English and Mathematics scores combined e" 43), GRE (Verbal and Quantitative scores combined e" 1030). For more information on GACE see  HYPERLINK "http://www.gace.nesinc.com" www.gace.nesinc.com.     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