2

STATE OF MONTANA

PROPOSAL

TO INITIATE A NEW, EXPANDED, COOPERATIVE, OR OFF-CAMPUS INSTRUCTIONAL PROGRAM

Submitted by:

THE UNIVERSITY OF MONTANA, MISSOULA

Arts and Sciences Mathematical Sciences

Education and Human Sciences Curriculum and Instruction

Names of Colleges Names of Departments

A NEW, EXPANDED, COOPERATIVE, OR OFF-CAMPUS INSTRUCTIONAL PROGRAM LEADING TO:

Master of Arts in Teaching Middle School Mathematics (MATMSM)

Certificate, Associate, Bachelor's,

Master's. or Doctoral Degree

(give complete name of degree)

Summer 2011

Proposed Starting Date

THE DEVELOPMENT OF THIS PROPOSAL HAS BEEN APPROVED BY:

______

Department Chair, Mathematical Sciences Date Dean, College of Arts and Sciences Date

______

Department Chair, Curriculum & Instruction Date Dean, College of Education & Hum Sci Date

______

Graduate Dean Date VP Administration and Finance Date

______

Provost/VP Academic Affairs Date President Date


MONTANA BOARD OF REGENTS

LEVEL II REQUEST FORM

Item Number: / --R / Date of Meeting:
Institution: / Choose OneThe University of Montana - MissoulaThe University of Montana - Missoula COTMontana Tech of The UMMontana Tech COTThe University of Montana - WesternThe UM-Helena College of TechnologyMontana State University-BozemanMontana State University-BillingsMontana State University-Billings COTMontana State University-NorthernMontana State University-Great Falls COTDawson Community CollegeFlathead Valley Community CollegeMiles Community College / CIP Code
Program Title: / Master of Arts in Teaching Middle School Mathematics (MATMSM)

Level II proposals require approval by the Board of Regents.

Level II action requested (check all that apply): Level II proposals entail substantive additions to, alterations in, or termination of programs, structures, or administrative or academic entities typically characterized by the (a) addition, reassignment, or elimination of personnel, facilities, or courses of instruction; (b) rearrangement of budgets, cost centers, funding sources; and (c) changes which by implication could impact other campuses within the Montana University System and community colleges. Board policy 303.1 indicates the curricular proposals in this category:

1. Change names of degrees (e.g. from B.A. to B.F.A.)

2. Implement a new minor or certificate where there is no major or no option in a major;

3. Establish new degrees and add majors to existing degrees;

4. Expand/extend approved mission; and

5. Any other changes in governance and organization as described in Board of Regents’ Policy 218, such as formation, elimination or consolidation of a college, division, school, department, institute, bureau, center, station, laboratory, or similar unit.

Specify Request:

The Department of Mathematical Sciences at The University of Montana proposes to create a new Program, the Master of Arts in Teaching Middle School Mathematics. This would allow teachers who are certified to teach middle school mathematics with a K-8 teaching endorsement to acquire a graduate degree that expands their mathematical and pedagogical knowledge significantly to a level that meets current recommendations of both national and international mathematics educators.

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LEVEL II BOARD OF REGENTS ITEMS

Curriculum Proposals

  1. Overview
    The proposed program was suggested by statewide task force formed to improve the teaching of mathematics and science in Montana. The fact that middle school teachers of mathematics often have a K-12 teaching endorsement that requires only two courses of mathematical content and one course in pedagogy led to concerns when teachers are required to meet the standards that are being advocated in today's mathematics curriculum. This program, unique to Montana, was designed to address that concern. (A more detailed justification of the program is attached.)
  1. Provide a one paragraph description of the proposed program. Be specific about what degree, major, minor or option is sought.
    Middle School Teachers in the MATMSM Program will learn mathematics content and pedagogy to provide them with skills and expertise to teach middle school students appropriate mathematics. The program of 24 core credits and 6 elective credits includes a professional project that engages the student in action research about the teaching and learning of mathematics. One course specific to mathematics pedagogy is required. In addition, appropriate pedagogy and technology will be modeled in all courses. This innovative program can be completed during two summers and the included academic year. Components of this program are offered online with two summer sessions, each consisting of three courses. Summer courses involve face to face (FTF) sessions on campus.
  1. Need
  1. To what specific need is the institution responding in developing the proposed program?
    Teachers of middle school mathematics with a K-8 teaching certificate will be better served if they have an opportunity to increase their content and pedagogical knowledge in mathematics.
  2. How will students and any other affected constituencies be served by the proposed program?
    The students of these teachers will also be better served by the enhanced opportunity to offer more choices and depth in the middle school mathematics curriculum.
  3. What is the anticipated demand for the program? How was this determined?
    According to the Office of Public Instruction, it is estimated that approximately half of the middle school mathematics teachers in Montana do not have an adequate depth of preparation (in mathematics) to meet current standards of federal legislation.
  1. Institutional and System Fit
  1. What is the connection between the proposed program and existing programs at the institution?
    The program extends the effort to enhance the mathematical preparation already offered to secondary mathematics teachers to teachers of middle school mathematics. Current graduate programs in mathematics require a major or minor in mathematics as a starting point, so teachers who majored in elementary or special education are not eligible for those programs. This new program offers a graduate degree in mathematics specifically for teachers who majored in elementary education or special education. The institution has the personnel and facilities to provide this program.
  2. Will approval of the proposed program require changes to any existing programs at the institution? If so, please describe.
    No changes are expected except to offer more courses in sufficient number to allow students to complete the program.
  3. Describe what differentiates this program from other, closely related programs at the institution (if appropriate).
    With current programs, K-8 certified teachers are not eligible to obtain an advanced degree in the mathematical sciences. This program extends that opportunity.
  4. How does the proposed program serve to advance the strategic goals of the institution?
    The program expands the commitment of The University of Montana in graduate education. It will aslo serve to build community through outreach and engagement. It will offer a much-needed service to the middle school students of Montana.
  5. Describe the relationship between the proposed program and any similar programs within the Montana University System. In cases of substantial duplication, explain the need for the proposed program at an additional institution. Describe any efforts that were made to collaborate with these similar programs; and if no efforts were made, explain why. If articulation or transfer agreements have been developed for the substantially duplicated programs, please include the agreement(s) as part of the documentation.
    This program is unique in the Montana University System. The developers consulted with faculty at Montana State University for their input in the design of this program.
  1. Program Details
  1. Provide a detailed description of the proposed curriculum. Where possible, present the information in the form intended to appear in the catalog or other publications. NOTE: In the case of two-year degree programs and certificates of applied science, the curriculum should include enough detail to determine if the characteristics set out in Regents’ Policy 301.12 have been met.
    A program summary is attached.
  2. Describe the planned implementation of the proposed program, including estimates of numbers of students at each stage.
    When advertised appropriately, we hope to attract 10-15 students each year, which we expect to continue for several years to come.
  1. Resources
  1. Will additional faculty resources be required to implement this program? If yes, please describe the need and indicate the plan for meeting this need.
    The anticipated size of the program will require no additional faculty.
  2. Are other, additional resources required to ensure the success of the proposed program? If yes, please describe the need and indicate the plan for meeting this need.
    No additional resources are anticipated. The courses offered will be in the regular schedule of the departments involved.
  1. Assessment

How will the success of the program be measured?
Reports of the progress of students in the program will be a part of the regular assessment of courses and programs that have been established for the units involved in its delivery.

  1. Process Leading to Submission

Describe the process of developing and approving the proposed program. Indicate, where appropriate, involvement by faculty, students, community members, potential employers, accrediting agencies, etc.
See the attached MATMSM Justification.

Level II Regential Form
Attach to full proposal for level II changes.
I Summary of Proposed Changes
Department/program / Mathematical Sciences
Summary / The Department proposes to create a new Program, the Master of Arts in Teaching Middle School Mathematics. This would allow teachers who are certified to teach middle school mathematics with a K-8 teaching endorsement to acquire a graduate degree that expands their mathematical and pedagogical knowledge significantly to a level that meets current recommendations of both national and international mathematics educators.

II Preliminary Approval

Type/Print Name / Signature / Date
Requestor: / James Hirstein
Phone / X2661
Department/Program Chair: / Leonid Kalachev, Chair
Mathematical Sciences
Other affected programs:
/ Trent Atkins, Chair
Curriculum & Instruction
Roberta Evans, Dean
College of Education & Human Sciences
Dean / Christopher Comer, Dean
College of Arts & Sciences
Dean of the Library / Bonnie Allen, Dean
Library impact statement: Are the resources included in the proposal sufficient to adequately support the new program’s library needs?
Initial Review in Provost’s Office
III Type of Program Change (check X appropriate description)
Create new degree; add new major to existing degree / XX
Create minor or certificate where major does not exist
Change name of degree
IV Proposal (See instructions at http://www.umt.edu/provost/curriculum.htm)
Attach the following:
Ö Full Proposal
Ö BOR Level II Program Change Request
Ö Item Template
Ö Cover/Signature Page
V Copies and Electronic Submission
Submit the complete Level II proposal to the Provost’s Office for preliminary approval. After all signatures have been obtained submit original, one copy, and an electronic file to the Faculty Senate Office, UH 221, ,.edu

A PROPOSAL FOR THE INTRODUCTION OF A NEW GRADUATE PROGRAM

Master of Arts in Teaching Middle School Mathematics

(MATMSM)

at The University of Montana

Justification

Program Summary

Descriptions of Courses

Course Additions and Changes Forms

M 500 Current Mathematical Curricula (prerequisite change)

M 501 Technology in Mathematics for Teachers (prerequisite change)

M 506 Topics in Integrated Mathematics and Science (new course)

M 510 Problem Solving for Teachers (prerequisite change)

M 570 Concepts of Calculus for Middle School Teachers (new course)

M 572 Algebra for Middle School Teachers (new course)

M 573 Geometry for Middle School Teachers (new course)

M 574 Probability and Statistics for Middle School Teachers (new course)

M 578 Discrete Mathematics for Middle School Teachers (new course)

C&I 588 Action Research in Classrooms (new course)

Letters of Support


MATMSM Justification

In response to the national imperative to increase the quality, quantity, and diversity of mathematics and science teachers, a task force comprised of leading state educators in Montana was assembled on October 3, 2008. The task force is led by President George M. Dennison, The University of Montana, President Geoffrey Gamble, Montana State University, Commissioner Sheila Stearns, The Office of the Commissioner of Higher Education, and Denise Juneau, Montana Superintendent of Public Instruction. These leaders discussed the importance of galvanizing statewide leadership in order to assess how Montana can support and sustain education reform efforts regarding mathematics and science education. As a result, additional key stakeholders including faculty from tribal colleges, executive directors of State education associations, teachers and students from multiple Montana school districts, and business leaders throughout Montana communities are now part of the Montana Mathematics and Science Teacher Initiative (MMSTI) Steering Committee. This statewide network represents Montana’s commitment to improve collaboration and information exchange across multiple levels of state education agencies, businesses, private foundations, and state industries to ensure success for college and career readiness and civic engagement.

One of MMSTI’s primary objectives is to assess the skills, knowledge, and dispositions of mathematics and science teachers across the state. Under the direction of the MMSTI Steering Committee a needs assessment survey was distributed to the entire membership of the Montana Council of Teachers of Mathematics (MCTM). The results of this survey indicated a significant number of teachers thought that increasing content knowledge would improve instructional practices and enhance the rigor in teaching middle school mathematics. An example of this demand is reflected by the following quote from a Montana mathematics teacher, “At the middle school level I need more content knowledge…. I feel that content knowledge holds me back in expanding and making my lessons more engaging.” (MCTM Survey, 2009).

Further evidence supporting the need to enhance middle school content knowledge is evidenced in the policy implications section in The Preparation Gap: Teacher Education for Middle School Mathematics in Six Countries (Mathematics Teaching in the 21st Century, MT21, 2007):

We do recommend that discussions should be begun having to do with the amount of mathematics required in the training of middle school teachers. However, just as importantly, the belief that the preparation of future teachers might be done without any preparation in practical pedagogy seems unwise and should certainly be reconsidered. The fact that none of the five countries prepare their teachers in this way tells us something. The real question then is not whether such experiences are necessary but rather the nature and the extent of the learning opportunities in each of the three areas that should be available for future teachers. It is quite revealing that the countries whose students continuously perform well on the international benchmark tests have the teachers who have been trained with extensive educational opportunities in mathematics as well as in the practical aspects of teaching mathematics to students in the middle grades. (p. 42)

The Master of Arts in Teaching Middle School Mathematics intends to address these deficiencies among current middle school mathematics teachers who have been prepared in programs for licensure in K-8 programs that do not emphasize the mathematical content and appropriate methodology for middle school students.