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Building Powerful Foundational-Level Mathematics Programs. Carol Fry Bohlin – California State University, Fresno Eric Hsu – San Francisco State University. California Mathematics Council - North Saturday, 3 December 2011. Session Overview. Introductions
Carol Fry Bohlin – California State University, Fresno
Eric Hsu – San Francisco State University
California Mathematics Council - North
Saturday, 3 December 2011
a. Ivona Grzegorczyk – CSU, Channel Islands
b. Kathy Hann – CSU, East Bay
c. Edie Mendez – Sonoma State University
- Short Reports
a. Joanne Rossi Becker – Subject Matter Program
b. Edric Cane – “Teaching to Intuition”
c. Eric Hsu – Middle School Math Teacher Courses
AMTE 2011 Preconference Session: "Pathways to Middle School Mathematics Teaching in California: Concerns and Opportunities"
Sample presentation titles:
CMC & AMTE Conference Sessions (6 from 2008-2010)
At its 14 April 2011 meeting, the California Commission on Teacher Credentialing (CCTC) approved a recommendation introduced by CCTC staff at the March meeting (http://tinyurl.com/3fnxjrb) to revise the preconditions for Foundational-Level Mathematics (FLM) Subject Matter Programs to reflect a reduction from 45 to 32 semester units of coursework. Preconditions define the number of units required in a program and the content areas within the subject which must be included in the program. At least 20 of the 32 units must be mathematics courses, while the balance of the units may be either mathematics or "mathematics-based courses, such as engineering, physics and computer science.”
In presenting this agenda item, CCTC consultant Helen Hawley noted that while preconditions for the FLM credential were originally adopted in 2003, no subject matter preparation programs have been approved by CCTC since that time. The agenda item includes the following rational for requesting the revised FLM preconditions:
1. The Commission's commitment to offer multiple routes [(i.e., CSET or coursework)] to meet subject matter requirements
2. The lack of sufficient lower level mathematics coursework available at the postsecondary level
3. The narrower scope of subject matter content required for FLM [than for a full math credential]
4. The NCLB legislation requires 32 semester units as a measure of a highly qualified teacher
5. The shortage of fully-prepared mathematics teachers