Overview of the Program:
The Adolescent to Young Adult (AYA) Teacher Education program in Mathematics is a specialized option for undergraduate students who wish to pursue a career in teaching. By declaring and completing a second major in Education, the program leads to a Bachelor of Arts degree in Mathematics and recommendation for Ohio teacher licensure. The program has been designed in accordance with Ohio Teacher Education Performance Standards, National Council of Teachers of Mathematics guidelines, and the Ohio Model Mathematics Curriculum to prepare students to become successful teachers. Requirements comprise the Case General Education component (47 semester hours), the Professional Education component (34 semester hours) and the 38-semester hour mathematics major.
The licensure program builds upon the strong high school mathematics preparation with which students typically begin. In their first two years, students complete a four-course sequence in one -variable calculus, multidimensional calculus and vector algebra, and differential equations. This is followed by a five-course “mathematics core” in algebra, real analysis, and complex variables, plus three approved technical electives, which for Teacher Education candidates should be a course in probability and statistics, a course in discrete mathematics, and a topics course that addresses geometry and history of mathematics. This content preparation is paralleled by education coursework beginning in the sophomore year . Once admitted to advanced standing in the Teacher Education program, students complete the remainder of their education coursework , culminating in the student teaching experiences.
These guideline encompass, with minor modifications, the licensure recommendations from NMSA/NCATE-Approved Curriculum Guidelines Handbook, NCTM Guidelines for Grades 7-12 Mathematics Teachers, A Call for Change: Recommendations for the Mathematics Preparation of Teacher of Mathematics (MAA), and expectations related toOhio’s Model Competency-Based Mathematics Program. They further suppose a high school background of four yeas of mathematics, including the equivalent of precalculus.
NMSA/NCATE Guidelines are assumed as stated for meeting the basic program requirement for adolescent and young adult licensure. Following are the guidelines for meeting the core preparation in mathematics (1.1-2.11 in the NCTMGuidelines). They are based upon a college program that is the equivalent of a major in mathematics and mathematics education sufficient for achieving the outcomes specified below. Modifications from the NCTM Guidelines cited above are indicated in italics.