Mathematics Education BS
Program Purpose
The B.S. program in Mathematics Education seeks to provide graduates with the knowledge, skills, and habits of mind that will allow them to become exemplary teachers of mathematics at the secondary level. The program seeks to build life-long habits of intellectual work and reflection in support of continual professional development and renewal. It also seeks to provide a university experience consistent with the mission and aims of Brigham Young University.
In terms of building spiritual strength, we share with teacher-educators worldwide a commitment to preparing teachers who are people of character, vision, compassion, and service. Beyond this, we have the very special commitment to help our students gain the unique insights and experiences that the restored gospel brings to the lives and practices of those engaged in educational enterprises.
In building intellectual strength and character, we focus on three interrelated strengths:
• A mathematical strength that is grounded in the fundamental concepts, methods and applications of contemporary mathematics, an informed grasp of its history and cultural significance, and thorough knowledge of the mathematics that secondary students must come to understand.
• An educational strength that has as its focus designing positive, effective learning environments in which they work effectively with learners. Such environments will center on mathematical practices that are anchored in knowledge of how learners think about mathematics.
• A professional strength that includes the skills and understandings needed to work within a range of social groups to facilitate the continued growth of understanding and confidence, and an ongoing exploration for better educational practice.
Curricular Structure
Learning Outcomes
Mathematics
Graduates understand central concepts, tools of inquiry, and structures of the discipline of mathematics as well as core representations, canonical examples, and alternative algorithms germane to teaching secondary school mathematics.
Graduates make instructional decisions that 1) help students develop mathematical knowledge by building on prior knowledge and experience; 2) reflect how students differ cognitively, linguistically, socially, emotionally, and physically; 3) provide students regular opportunities to reason about and make sense of mathematics in an environment of high expectations and strong support.
Graduates can design learning environments and mathematical experiences that engage all students in the exploration and development of mathematical ideas and can effectively foster these environments and orchestrate these experiences by promoting conceptual understanding, procedural fluency, and authentic mathematical practices.
Graduates can design and use formative and summative assessments that monitor student progress, inform instructional decisions, and engage students in assessing their own mathematical learning.
Graduates demonstrate professionalism through maintaining appropriate relationships and behavior in the school setting, and by seeking opportunities to improve practice and advance the profession through reflecting on practice, soliciting and incorporating feedback, and contributing to professional, school, and community organizations.
Graduates seek integrity between their personal and professional lives consistent with the restored gospel of Jesus Christ by recognizing all students as children of God and striving to nurture their divine potential; applying gospel-centered principles of teaching and learning to family relationships, gospel service, and involvement in the community; and serving as examples of a Christ-centered life within their spheres of influence.
Graduates make instructional decisions that 1) develop students' understanding that mathematics and mathematical practices are human constructs that are socially situated; 2) provide mathematical and social positions that increase access for all students; 3) challenge systemic privilege and oppression in their classrooms; and 4) provide students opportunities to use mathematics to promote a socially just society.
Evidence of Learning
As part of their CAEP accreditation, the McKay School has put in place several measures of student success, many of which provide valuable direct measures of the extent to which our students are meeting our program objectives. These include:
The PRAXIS II Content Knowledge Test in Mathematics: This is a nationally normed examination that measures mathematical knowledge needed for teaching. It covers algebra and number theory, measurement, geometry, trigonometry, functions, calculus, statistics and probability, matrix algebra, and discrete mathematics. It also measures students' success with various process standards such as problem solving, reasoning and proof, representations, and use of technology. All our students take this examination near the end of their programs. PRAXISII is a direct measure. Click here for more information on the PRAXIS II Mathematics Test.
Pedagogical Performance for Teachers (PPAT): The PPAT is a capstone assessment that measures a teacher candidate's ability to provide contextual factors that impact learning environments. It also measures the candidate's ability to plan lessons, teach content, and use assessments to measure K-12 student learning. The assessment is divided into 4 Tasks, one of which requires a video recording of a teaching session. The assessment is administered by ETS. All teacher candidates applying for licensure in the state of Utah must pass a state-approved pedagogical performance assessment if recommended after August 31, 2021. The assessment is designed to be completed by the candidate as a capstone project and as an evaluation of their teaching ability. The PPAT is a direct measure. More information is available from https://epp.byu.edu/assessments/ppat.
Utah Teacher Candidate Performance Assessment & Evaluation System (PAES): The PAES is a holistic evaluation system designed to evaluate teacher candidates' performance across multiple clinical experiences (i.e., practicum, student teaching, internship). The PAES measures candidates' knowledge, skills, and professional dispositions across the ten Utah Effective Teaching Standards (UETS) using a four point Likert-scale: Not Effective (0), Beginning (1), Developing (2), and Preservice Effective (3)and two professionalism items using a dichotomous scale of Yes/No. The system asks evaluators to complete both formative assessments and summative evaluations on candidates' performance while mentoring and coaching them to ensure they are prepared to enter the classroom as a first-year teacher. The PAES is a direct measure. More information, including the items, is available from https://epp.byu.edu/assessments.
Educational Dispositional Assessment (EDA): The EDA is a dispositional measurement tool designed by Almerico, Johnston, and Wilson at Educational Dispositional Assessment Consultants, LLC. The EDA is designed to help faculty evaluate teacher candidates by measuring nine dispositions over twenty-seven items. The EDA uses a three-point scale ranging from "Needs Improvement" to "Meets Expectations" to score candidates on the various items. The EDA is widely accepted as a measurement tool and is supported by CAEP. The EDA is a direct measure. More information, including the items, is available from https://epp.byu.edu/assessments.
Utah Teacher Education Student Survey (UTESS): The Utah Teacher Education Student Survey (UTESS) is an evaluation designed to measure a teacher candidate's confidence and preparation in the classroom throughout their collegiate experience. The UTESS is a self-assessment that students perform upon admission to their program, after graduation, and within their first and third years of teaching. The UTESS is designed to show growth over time and is aligned with UETS. The UTESS is measured on a four-point scale ranging from "Not at All" to "Exceptionally." Becuase is a self-report instrument, we consider the UTESS to be an indirect, but nonethess valuable, measure. More information, including the items, is available from https://epp.byu.edu/assessments.
In addition our department has in place the following indirect measures:
Exit Interviews: These are conducted with each of our student teachers by their student teaching supervisors. The results are reported to the assessment committee head who then synthesizes the information and distributes it to the department. As a department we intend to revisit the protocol for these surveys in order to ascertain whether we intend to make changes to this exit interview, as suggested below, to help address specific learning outcomes. Exit interviews are considered an indirect measure.
Alumini Surveys: Every three years BYU distributes an alumni survey to a statistically representative sample of its graduates over the previous three years. We are in process of studying this survey to ascertain whether sufficiently elicits the data we need to inform our program, and to expand the questions as needed. Each year we follow-up on our graduates to see whether they sought teaching positions and, if so, whether and where they were hired. Alumni surveys are considered an indirect measure.
Learning and Teaching Assessment and Improvement
The BS program will be assessed annually at the end of winter semester. The evaluation will be done by the Learning Outcome Committee, a standing committee of the Mathematics Education Department, with assistance from the Administrative Assistant. The committee with then make a report and any recommendations for actions to the department for discussion and decisions.
At each annual evaluation of the program, data will be considered for students who graduated in the past academic year. Most LOs are measured by items from the PAES, PPAT, RTWS, UTESS, and EDA. For the results of an item from one of these exams to be considered satisfactory, the mean of the scores on that item for all graduates of the academic year being assessed must be no lower than the following:
- PAES or RTWS item: The mean must be no lower than 2.4 (on a scale from 0 to 3). Note: The RTWS was discontinued as a measure in Aug 2021.
- PPAT item (Added Aug 2021): The mean must be no lower than 2.75 (on a scale from 1 - 4).
- EDA item: The mean must be no lower than 1.7 (on a scale from 0 to 2).
- UTESS item: The mean must be no lower than 2.0 (on a scale from 0 to 3).
To determine whether or not a particular learning outcome has been met, all of the PAES, RTWS, EDA, and UTESS items related to that LO will first be evaluated to see if they suggest satisfactory results. If 80% or more of the items are considered to be satisfactory, then we will conclude that the LO has been met. If less than 80% of the items are considered to be satisfactory, then we will conclude that the LO has not been met.
For the Mathematics LO to be considered as having been met, there must also be a 95% pass rate of the Praxis exam by graduates of the academic year being assessed (a score of 160 is considered to be passing by the state of Utah).
Archiving Student Work
Student work and other assessment data are kept in the files in the office of the Administative Assistant.