Lisa Berger, Assistant Professor, (lbrgr@math.sunysb.edu, 631-632-8278)
Contact for BS/MAT program

Nadia Kennedy, Assistant Professor, (nadia@math.sunysb.edu, 631-632-8267)
Contact for BS program

Judy Wiegand, Coordinator of Field Experience and Student Teaching (jwiegand@math.sunysb.edu, 631-632-8293)

Link to: Information for Prospective Students

The Mathematics Department at Stony Brook University has a 30 year tradition of both excellence in mathematics research and important service to the Long Island community in the form of well prepared teachers of mathematics in grades 7-12. In the most recent NRC ratings, the Mathematics Department was ranked 20^th in the country in terms of research and graduate education.
     The mission of the department has traditionally included teaching a variety of undergraduate mathematics courses at all levels, from college algebra, through calculus for a wide variety of students, and undergraduate training for prospective high school and middle school teachers, and others interested in mathematics, to graduate training of provisionally certified high school teachers and doctoral level training in mathematics research. We are currently adding to our mission a research in mathematics education component.

The Mathematics Secondary Teacher Preparation Program is designed to prepare students to become teachers of Secondary School Mathematics in grades 7-12. The program requires a major in the Department of Mathematics or in the Department of Applied Mathematics and Statistics, and includes: explicit courses in the essential methods in pedagogy; extensive practical experience in a variety of educational settings in neighborhood schools; and mathematics courses, relevant to the high school curriculum, taught from an advanced standpoint and using modern methods of pedagogy. Our emphasis is on mathematical problem solving; the necessary training for lifelong learning; use of technology; alternative assessment, use of manipulatives; and techniques of assertive discipline.
      Students are exposed to constructivism and cooperative learning both in their mathematics courses and as methods for teaching mathematics. They learn to develop approaches to problem solving that will help motivate their own students. They learn to work with graphing calculators and computers as both mathematical and pedagogical tools. Above all, the program has strong emphases on learning mathematics, for both present content and future growth; on the enjoyment of problem solving; and on the development of an appreciation of the beauty of mathematics and its connections to the arts and sciences.
      The Mathematics department's paradigm for education for all its students at all levels is to foster growth and the desire for growth. For our teacher candidates, we foster growth, and the desire to continue growing, towards excellence in mathematical understanding, excellence in mathematical and related problem solving, excellence in the teaching of mathematics to diverse populations, outstanding professional service, and eventual leadership as educators.
      We recognize that mathematics must be taught from a background of mathematical maturity and understanding, and that teachers of mathematics must also have developed the necessary special skills that are required to communicate mathematical ideas and concepts. Our courses are taught using a mixture of instructional styles, including discovery and cooperative learning, as well as the more traditional forms of lectures, small recitations and individual tutoring. At all levels, and in all styles of teaching, we strive to engage our students to be active participants in the process. We utilize this variety of instructional materials and frameworks with the knowledge that, to a large extent, our students, as teachers, will emulate the styles and techniques that they found worked best.
      We insist on high standards of intellectual achievement and communication skills from our prospective teachers. We admit students to our program only after they have successfully completed, with a grade of C or better, first year calculus, sophomore level linear algebra, and MAT 200 Logic, Language, Proof, where both logic and communication skills are emphasized, all with an overall B average. In order to continue in the program, they must demonstrate in MAE 301 that they can achieve a score of at least 85 on a current New York State Mathematics Regents Examination.

The mission of the Mathematics Department with regard to teacher education is to

1. provide mathematics and professional education of the highest quality for undergraduate and graduate teacher candidates, and ensure that its graduates have mastered both aspects of their education;
2. create educators who will integrate research and theories of mathematics education with diverse field experiences, and who will, as they continue to grow professionally, combine evolving expert knowledge with a practice of pedagogy that exceeds state, national, and professional standards;
3. ensure that its teacher candidates understand the connections among the different branches of mathematics, and between the world of mathematics and the broader world in which we live;
4. build and strengthen partnerships for teacher education within the University and with the Long Island regional community, including its diverse populations;
5. provide leadership and professional development for the mathematics and mathematics education community of the region and beyond.

      The educational techniques educators use for their students reflect their own educational experiences. At all levels, our faculty are expert at engaging their students in creative problem solving, constructions of mathematical models, interdisciplinary inquiry, and experiential collaborative work. Explicitly in our teacher education courses, our faculty also engage their students in collaborative reflection on their goals and techniques. With this background of experience and role models, our teacher candidates are more likely to create rich learning environments for their students once they embark on their own professional careers. In the Stony Brook Mathematics Department, there is also a strong culture of mathematical research: building new mathematical constructs and solving new mathematical problems. Our teacher education candidates profit from this culture in that they learn to reflect on questions at all levels, mathematical, educational, and societal, to raise new questions and doubts, and to accept answers only after serious thought. For our teacher candidates, we also offer diverse contexts for fieldwork, clinical practice, and community service experiences, and channels for reflective practice. These cumulative experiences enhance teacher candidates' leadership skills and guide the formulations of their own professional vision.

Alignment with PEP Pathways:The Mathematics Department is aligned with the Stony Brook University Professional Education Program (PEP) Pathways for Teacher Education. These are

      Research: Ground practice in theory through inquiry and investigation
      Reflection: Engage in introspective evaluation for professional excellence and growth
      Partnership: Collaborate across disciplines and forge diverse communities.

      PEP pathways lead teacher candidates through the disciplines and pedagogy and forge societal and technological links. They are aligned with PEP core themes, mission, goals, and performance outcomes, as well as with the Stony Brook University mission, New York State standards and NCATE's six standards for teacher education programs. The pathways are further aligned with national standards for teacher candidates (INTASC), and for teachers (NBPTS). Alignment with professional associations across disciplines and state and national professional Codes of Ethics (New York State's and NEA) has also been ensured.

Overview of Candidate's course of study:

Before entering the program,the candidate must complete the following courses, each with a grade of C or better and with at least a B average:

1. MAT 125, MAT 126, and MAT 127 Calculus A, B and C (3 credits each), OR MAT 131 and MAT 132 Calculus I and II (4 credits each), OR

   MAT 141 and MAT 142 Honors Calculus I and II (4 credits each), OR

   AMS 151 and AMS 152 Applied Calculus, (3 credits each).

2. MAT 211 Linear Algebra (3 credits), OR AMS 210 Applied Linear Algebra (3 credits).
3. MAT 200 Logic, Language and Proof (3 credits).

For graduation from the program, the candidate must complete the University requirements for a bachelors degree, including one year of a foreign language, and must complete the requirements of a major in either the Department of Mathematics, or in the Department of Applied Mathematics and Statistics, and must successfully complete the following courses (The MAT and AMS courses listed below can in general be used as part of the major requirements.)

1. MAE 301 Foundations of Secondary School Mathematics (3 credits).
2. MAE 311 Intro. to Methods of Teaching Secondary School Mathematics (3 credits).
3. MAE 302 Methods and Materials for Teachers of Secondary School Math. (3 credits).
4. MAE 312 Micro-Teaching (2 credits).
5. MAE 447 Directed Readings in Mathematics Education (1 credit).
6. MAE 451 Supervised Student Teaching in Grades 7-9 (6 credits).
7. MAE 452 Supervised Student Teaching in Grades 10-12 (6 credits).
8. MAE 454 Seminar in Student Teaching (3 credits).
9. MAT 312/AMS 351 Applied Algebra (3 credits) OR (with permission of the Director of Mathematics Education) MAT 313 Abstract Algebra.
10. MAT 319 Foundations of Analysis (4 credits) OR (with permission of the Director of Mathematics Education) MAT 320 Introduction to Analysis (4 credits).
11. MAT 331 Computer-Assisted Math. Problem Solving (3 credits), OR MAE 330 Technology in Math. Education (3 credits), OR CSE 113 Foundations of Computer Science I (3 credits).
12. MAT 336 History of Mathematics (3 credits).
13. MAT 360 Geometric Structures (3 credits) OR (with permission of the Director of Mathematics Education) MAT 364 Topology and Geometry.
14. AMS 310 Survey of Probability and Statistics (3 credits).
15. PSY 327 Introduction to Human Development (3 credits).
16. SSE 350 Foundations of Education (3 credits).
17. LIN 344 Literacy Development (3 credits).

Overview of Field Experience and Student Teaching: Field experience is part of MAE 311 Introduction to Methods of Teaching Secondary School Mathematics, and MAE 312 Micro-Teaching. In MAE 311, each student spends 36 hours in observations of practicing teachers. In MAE 312, each student spends 24 hours assisting one teacher in grades 7-9 and also spends 24 hours assisting one teacher in grades 10-12; in addition, each student spends 18 hours working in a Learning Center or in an Inclusion Classroom. Some of these hours are spent in a High Needs district. The prerequisites for MAE 312 include a grade of at least C in MAE 301 and in MAE 311.
     Students may student teach only after they have successfully completed the other requirements explicitly listed above, and they have passed the required New Your State examinations: the CST and the LAST. Their work for MAE 451 consists of spending seven and one-half weeks in supervised student teaching in grades 7-9; their work in MAE 452 consists of spending seven and one-half weeks in supervised student teaching in grades 10-12. During that time they participate in the Student Teaching Seminar, MAE 454.

Certification: In order to be provisionally certified to teach mathematics in grades 7-12, students must complete all University degree requirements, as well as the above requirements, and must meet the one year language other than English requirement. Also, students should note that New York State Certification is available only to U.S. citizens and permanent residents

Sample program:

                          FALL                                                     SPRING

 1. MAT131, Language, DEC, DEC, DEC         MAT132, Language, DEC, DEC, DEC

 2. MAT211, MAT203, DEC, DEC, DEC           MAT200, MAT303, AMS310, SSE350, DEC

 3. MAE301, MAE311, MAT312, LIN344, DEC  MAE302, MAE312, MAE330, MAE447, MAT336, MAT360

 4. MAT310, MAT319, PSY327, DEC, DEC        MAE451, MAE452, MAE454