INSTRUCTOR SURVEY is available by clicking here. This is a word form that can be completed electronically or in hard copy. You can email it back (mccrory at msu.edu), or print it out and mail it back. (513G Erickson, East Lansing, MI 48824). Complete instructions are included on the form. For instructors of mathematics classes required for elementary certification, 2007-8. A dictionary of terms is available here for the questions about your goals (question 29).

Presentation for AACTE 2008 Symposium. PDF of the PowerPoint slides for all participants: Ball; Huinker and McLeod; Zeitlin, Gold, Hertzog and O'Rode; McCrory

Presentation for AMTE2008 Symposium. Pdf of the PowerPoint slides for all participants: Cole, Lovin, Moss, Smith, Costner & Pullano, McCrory and Beckmann

ME.ET Overview

The ME.ET project is investigating mathematics content courses taken by prospective elementary teachers during their undergraduate education. The study addresses three major questions:

What is the nature of the mathematics courses prospective elementary teachers are required to take in their undergraduate education? What courses are required, who teaches them, who designs them, what is the content?
What mathematics do prospective elementary teachers have an opportunity to learn in their required undergraduate mathematics classes? How do their opportunities to learn relate to national and state standards for the mathematical education of K-8 students, to high-stakes exams for teachers and students, and to current research on the mathematical knowledge elementary teachers need?
What are prospective elementary teachers learning in their undergraduate mathematics classes? How does their learning relate to national and state standards, high stakes exams, and research on mathematical knowledge for teaching?

To investigate these questions, the project is surveying mathematics departments in Michigan, New York City, and South Carolina to identify mathematics classes for elementary teachers, followed by a survey of instructors of these classes and assessments of students from a sample of these classes. Begun in 2005, the project extends over five years, with surveys and assessments in 2006-7 and 2007-8.

For more information about research design, including a conceptual diagram of the project and details about the focal mathematical topics see the research details on the following pages.