The North Carolina Elementary Mathematics Add-On License
In November 2009, the North Carolina State Board Of
Education approved an Elementary Mathematics Add-on License (EMAoL) for
teachers holding an Elementary Education license. This licensure is a
coordinated effort between the North Carolina Department of Public Instruction,
the University of North Carolina System (UNCGA), with statewide LEA
representation, and university faculty representation from colleges of
education and arts and science. A UNCGA task force, including sixteen faculty members
from eight universities and three K-5 mathematics specialists, designed,
developed, and implemented an online graduate-level program of study (six
courses) focused on the mathematical knowledge needed for successfully teaching
mathematics at the elementary level.
The
following tables provide the names and institutions currently approved to offer
the EMAoL, the names and email addresses for the faculty contacts at each
university, the masters degree program that will include the courses, whether
the courses can be completed without being enrolled in a degree program and the
schedule for when the next cohort of students is scheduled to start their
program-of-study.
NC
Elementary Mathematics Add-on License Programs of Study (New Cohort Spring 2013)
Name of Institution:
|
ECU
|
UNCG
|
UNCW
|
Person
to contact
|
Sid
Rachlin
|
Kerri
Richardson
|
Shelby
Morge
|
Degree
that includes EMAoL courses
|
MAEd In Mathematics Education
|
MED in
Education with a concentration in Elementary Mathematics Education
|
M.Ed. in
Elementary Education
|
Can
students take just the EMAoL courses?
|
Graduate Certificate in Elementary
Mathematics Education
|
Yes
|
Yes
|
NC
Elementary Mathematics Add-on License Programs of Study (New Cohort Fall 2013)
Name of Institution:
|
ASU
|
NC
A&T*
|
UNCC
|
UNC-CH
|
Person
to contact
|
Kathleen
Lynch-Davis
|
|
|
|
Degree
that includes EMAoL courses:
|
Masters of Elementary Education
|
MaEd for
Elementary Education with the math add-on track
|
Masters
of Elementary Education
|
MED
for Experienced Teachers
|
Can
students take just the EMAoL courses?
|
Graduate Certificate in Elementary
Mathematics Education
|
Graduate Certificate in Elementary
Mathematics Education
|
Yes
|
Licensure Program in Elementary
Mathematics
|
*pending final approval
NC
Elementary Mathematics Add-on License Programs of Study (New Cohort TBA)
Name
of Institution:
|
NCSU
|
Person
to contact
|
Temple
Walkowiak
|
Degree
that includes EMAoL courses:
|
MEd
in Elementary Education
|
Can
students take just the EMAoL courses?
|
Yes
|
The
Program-of-Study for the EMAoL includes 18-hours of graduate coursework that
will be offered by approved UNC universities. Based on specific masters degree
requirements at the universities, some or all of the courses may be applied
towards existing degree programs. Many of the consortium universities offer the
courses through a blend of online experiences (both synchronous and
asynchronous).
Each
of the six courses in the EMAoL Program of Study is distinguished by a focus on
a high-leverage teaching practice, a primary area of mathematics necessary for
successfully teaching elementary school mathematics and a secondary area of
mathematical content. The primary content area provides the context for
exemplifying the high-leverage teaching practice. The secondary content area
demonstrates the transfer of the high-leverage teaching practice to other
content strands. For example, understanding and applying knowledge of learning
trajectories is not limited to the development of rational numbers and their
operations, but can be applied equally well to other areas of mathematics, such
as measurement.
High-Leverage Mathematics
Teaching Practices
|
Mathematical
Content
|
Selecting, Designing, and Using Mathematical Tasks
|
Primary (80%): Whole
Number Place Value & Operations
Secondary
(20%): Number Theory and Rational Numbers
|
Understanding and Applying Knowledge of Learning Trajectories
|
Primary (80%): Rational
Numbers and Operations
Secondary
(20%): Measurement
|
Orchestrating Classroom Interactions
|
Primary (60%): Measurement
Secondary
(40%): Data Analysis
|
Fostering Reasoning through Discourse and Questioning
|
Primary (80%): Algebraic
Reasoning
Secondary
(20%): Number Systems &
Operations
|
Assessing Student Knowledge (Diagnosis and Intervention)
|
Primary (80%): Spatial
Orientation And Visualization
Secondary
(20%): Early Number Concepts
|
Helping Teachers Develop as School-based
Leaders
|
Primary (80%): Mathematical Modeling
Secondary
(20%): Connecting, Relearning, and Integrating
Content
|
Courses:
· Include
graduate level expectations & accountability that balance direct
instruction with project-oriented teaching methods
· Stress
mathematical content needed to support the teaching of elementary mathematics,
illustrating how a deeper understanding of subject matter can actually enhance
problem solving, critical thinking, and other 21st century skills. Mathematical
content strands include: number systems and operations; rational numbers and
operations; spatial orientation and visualization; measurement and data
analysis; fostering the development of algebraic reasoning including patterns
structure, conjecture, generalizations and proof; and algebraic operations as
generalized arithmetic. Courses stress the mathematical connections and
representations across content strands.
· Provide
connections to practice, the NC Standard Course of Study and the Common Core
Standards with a focus on a thorough development of basic mathematical ideas
and skills, with an emphasis on understanding the sequential nature of
mathematics and the mathematical structures inherent in the content strands.
· Balance
the needs of K-2 and 3-5 teachers with links to the mathematics content and
skills students need to successfully learn middle grades mathematics.
· Enable
21st century professional learning communities for teachers that models the
kinds of classroom learning that best promotes 21st century skills for students
· Cultivate
teachers’ ability to identify students’ particular learning styles,
intelligences, strengths and weaknesses
· Help
teachers develop their abilities to use various strategies (such as formative
assessments) to reach diverse students and to create environments that support
differentiated teaching and learning
· Encourage
knowledge sharing among communities of practitioners, using face-to-face,
virtual and blended communications
· Support
the use of technology to improve teaching and learning mathematics.
For
additional information on how to apply for courses at one of the eight approved
UNC universities, contact the university’s EMAoL Faculty Coordinator, listed on
the first page.