S.96-76
I'
SIMON FRASER UNIVERSITY?
OFFICE OF THE VICE-PRESIDENT, ACADEMIC
?
MEMORANDUM
To: ?
Senate
'I') ?
I"
?
From:
?
?
D. Gagan,
?
Chair ?
''
?
1"
Senate Committee on Academic Planning
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Subject:
?
?
Faculty of
?
Education -
Curriculum revisions
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Date: ?
November ?
12, 1996
SCUS Reference: SCUS 96-36
SCAP Reference: SCAP
96-53
Action undertaken by the Senate Committee on Undergraduate Studies and the Senate Committee on
Academic Planning gives rise to the following motion:
Motion:
"that Senate approve and recommend approval to the Board of Governors
the curriculum revisions for the Faculty of Education as set forth in
S.96-76 as follows:
i)
Addition of B.Ed. Specialization in Mathematical
Sciences
For Information:
Acting under delegated authority of Senate, SCUS approved revisions of a minor nature as follows:
ii)
Change of credit hours:
EDUC 406 -
5
(for HEART students) to 406 - 12
iii)
Change of requirements for Bachelor of Education:
a Major or two Minors, completed from the
Faculties of Applied Sciences, Arts or Science,
or a B.Ed. Specialization from the Faculty of
Education
iv)
New Special Topics courses EDUC 298 and 299
v)
2 credit option to be added to all EDUC 300 level
Special Topics
vi)
Change of prerequisite and title: EDUC 428
vii)
Clarification in calendar wording regarding Secondary
Applications
In all cases agreement has been reached between the Faculty and the Library in the
assessment of library costs associated with new courses.
Any Senator wishing to consult the full report of curriculum revisions within the
Faculty of Education should contact Bobbie Grant, Senate Assistant at 291-3168 or e-
mail bgrant@sfu.ca
LI
Courses for the B. Ed. Specialization
?
in Mathematical Sciences
(Sept. 27/96)
.
Course ?
Name ?
Prerequisite
Lower Division (select at least 20 semester hours)
MATH 113-3
Geometry
MATH 144-3
Introduction to Pure Math.
MATH 151-3
Calculus I
MATH 171-1
Computer Explorations in Calculus I
?
MATH 151 (co-requisite)
MATH 190-3
Principles of Mathematics for Teachers
MACM 101-3 Discrete Mathematics I
CMYF 103-3 Introduction to PASCAL
MATH 152-3
Calculus II
MATH 151
MATH 172-1
Computer Explorations in Calculus II
MATH 152 (co-requisite)
MATH 232-3
Elementary Linear Algebra
MATH 151
MATH 242-3
Introduction to Analysis
MATH 152
MACM 201-3
Discrete Mathematics 11
MACM 101
STAT 270-3
Intro, to Prob. and Stats.
MATH 152
Upper Division (select at least 30 semester hours)
MATH 308-3
Linear Programming
MATH 310-3
Ordinary Duff. Equations
MATH 332-3
Intro, to Applied Algebraic Systems
MATH 339-3
Groups and Symmetry
MATH 342-3
Elementary Number Theory
MATH 343-3
Applied Discrete Mathematics
MATH 380-3
History of Mathematics
MATH 398-3
Selected Topics in Mathematics
MATH 439-3 Algebraic Systems
STAT 330-3 Linear Models in Applied Stats. I
MACM 316-3 Numerical Analysis I
MATH 232 (+ MATH 243)
MATH 152 + MATH 232
MATH 232
MATH 232
a 200 MATH or MACM course
MACM 201+ a computing language
MATH 151& 232 + 152 or 113
depending on topic
MATH 332
MATH 232+ STAT 270
MATH 152, MATH 232+ a comp lang
CMPT 320-3 Social ImpL of a Computerized Society 45
sem.
hr
. + a computing science course
CNS 491-3 ?
Technology & Canadian Society
?
60 sem. hr
.
MST 360-3 ?
History of Science: 1100- 1725
?
9 sent hr. of History or Science
.2/3
Rationale
At the present time, the Bachelor of Education degree requires
candidates to complete a major or two minors outside the Faculty of
Education. It also requires them to complete a Liberal Arts Certificate (30
credits). Students who wish to specialize in mathematics teaching at present
would be required to complete a major in mathematics. This component
requires a minimum of 27 credits of lower division mathematics (primarily
calculus), 30 credits of upper division mathematics (including at least 3
courses at the 400 level), and 15 credits in allied upper division courses--a
total of 72 credits.
To obtain a B. Ed. degree under the current regulations, a student
specializing in mathematics education would be required to complete a
minimum of 162 credits, while the minimum stated general requirement for
the B. Ed. is 150 credits. At the same time, such a student may not obtain a
broad exposure to different branches of mathematics commonly taught in
schools (e.g., arithmetic, algebra, geometry, statistics, probability, matrices,
vectors, calculus, computing, problem solving). Under the proposal for the
mathematical sciences specialization, the student would require 140 hours to
meet the requirements for subject matter knowledge, the Liberal Arts
Certificate, and courses required in Education for the B. Ed., leaving at least 10
credits for electives to meet the 150-credit B. Ed. minimum requirement.
The purpose of introducing a specialization in the mathematical
sciences for the B. Ed. thus is two-fold:
1)
to allow students to specialize in the subject area while at the same
time providing an opportunity to choose electives at any level, and
2)
to provide a program more closely aligned to the requirements of
the public school system.
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313
C
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SIMON FRASER UNIVERSITY
FACULTY OF FUCAT11ON
MEMORANDUM
From: ?
Tom O'Shea
To: Leone Frock, Director
Undergraduate Programs
Date: 1996-10-25
Re: Mathematics specialization for B. Ed Degree
This memo is in response to the request from for more information on the proposed
mathematics specialization within our B. Ed. program. I have listed the questions submitted to
me through our representative on SCUS and responded to each in turn.
1.
Was Math consulted?
Yes, we have discussed this proposal many times over a number of years. Specific
members of the math dept. included Harvey Gerber (at one time chair of their Undergraduate
. Programs committee) and Kathy Heinrich (former chair of the department). The proposal
viewed by SCUS included suggestions from the current math dept. chair of Undergraduate
Programs regarding recent changes in their course offerings and prerequisites.
2.
Is this going to be the only specialization? Or will these specializations proliferate?
I can speak only for the math specialization. It was designed to meet the specific needs
of mathematics teachers in the public schools, and is consistent with recent recommendations of
the National Council of Teachers of Mathematics and the American Mathematical
Association. It should be noted that the specialization we have proposed is one in
"mathematical sciences," rather than more narrowly in mathematics. Other subject areas may
also wish to amend traditional course configurations to better reflect their needs.
3.
What are the resource implications?
None. Students would enrol in courses currently listed in the SFLJ calendar. Only the
combination of courses would be affected.
Does this mean the Education students won't take Math courses?
No. There is no change in the requirements for teacher certification.
Will it pull students away from other math courses?
Yes. Students will enrol in math coursesdeemed most useful and appropriate for their
future role as mathematics teachers.
4.
Will the students be affected by this specialization?
It's very difficult to interpret what is being asked.
S. How many students will take this specialization?
.
?
?
Numbers are not known. At the present time, most people with an interest in
mathematics and teaching complete a first degree from Arts or Science, with a major in
mathematics. Then they complete 'our one-year PDP which entitles them to a teaching
certificate. The problem with this model is that it maximizes subject content and minimizes
pedagogical and pedagogical-content knowledge. This may be all right for students
completing a major in mathematics who want to prepare themselves for any contingency ... future
3.
graduate work, employment in industry, and so on... and later find themselves in a position,
perhaps due to lack of job opportunities, where they decide to become teachers. On the other
hand, some students know from the beginning that they want to become mathematics teachers.
It is this group that we wish to tap and provide the best preparation. As explained in the
rationale that accompanied the proposal, at the present time such students would need to
complete a minimum of 162 credits, with little room for academic electives. The proposed
specialization would require students to acquire a minimum of 50 credits in the mathematical
sciences, that is, one-third of the 150 credits required for the B. Ed. degree. At the same time,
for the B. Ed. they are required to obtain a broader education through the Liberal Arts
certificate (30 credits), and to develop an understanding of education and teaching through the
Faculty of Education (60 credits). This leaves 10 credits of "electives" through which they may
wish to extend their knowledge in line with their personal interests.
We would hope that students who intend, from the beginning, to become mathematics
teachers would find this route attractive.
6.
There was concern about the cun'ent problem of poor teaching of math in public schools. Is
this program going to water down the quality even more?
Emphatically not. It will improve the quality.
7.
Will this lead to fewer Math majors?
This is possible, for the reasons outlined in #5 above.
I hope these comment help to clarify our proposal. I would be pleased to appear before
SCUS if they which to have more detailed information.
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