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 Vol.  XXXVII     No.  2                   September  2016  

   

NEW MATHEMATICS TEACHERS RECEIVE TEACHING CREDENTIALS   This past May, eight new mathematics teachers from California State University, Fullerton’s (CSUF) Secondary Education Cooperative Teacher Education Program (SECTEP) received their Single Subject Teaching Credential in Mathematics. SECTEP is a yearlong program where prospective teachers participate as “externs” during the fall and are “interns” as student teachers in the spring. As an “extern” these students help in three mathematics classes at the high school or middle school level. They often teach lessons and practice methods of delivery and classroom management. As student teacher “interns”, they are responsible for teaching three mathematics courses and their responsibilities conclude when they have assigned the end-of-semester grades to their students. Various CSUF Mathematics Department faculty members supervise the student teachers, while Dr. Cherie Ichinose oversees the credentialing process for the mathematics students assisted by Dr. Alison Marzocchi. The student teachers are also supervised by at least one Master Teacher at their school site. All students in the program were honored in May by the Mathematics Department at a reception. We, along with their master teachers, are proud of these students and want to share some information about each of them with the following photos and biographies. All new credential candidates are registered with EDJOIN (www.edjoin.org). If you have a math opening and one of these candidates interests you, feel free to contact EDJOIN to learn more about their qualifications.    

   

   

Jessica Andaya   With a passion for math and the excitement of teaching, Ms. Jessica Andaya is pursuing a career in education. She has received her Bachelor’s Degree in Pure Mathematics from California State Polytechnic University, Pomona and has recently obtained her Single Subject Teaching Credential in Mathematics from California State University, Fullerton. From student teaching, volunteering, and internships she has found a love in teaching Math at the secondary level. Student understanding of Mathematics, as well as its relationship to the real world, are the main focus in Ms. Andaya’s classroom. Ms. Andaya’s interests include knitting, hiking, reading, and cars. She too values the interests of her students and looks for ways to

Problem!SolverThe

Published!now!and!then!by!the!Department!of!Mathematics,California!State!University,!Fullerton!!Fullerton!CA!92834___________________________________________________________________________________

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engage her students by integrating their interests within lessons.

   

Marc Capitulo  

Mr. Marc Jason Capitulo received his Bachelor’s Degree in Mathematics, and a minor in Music from California State University, Fresno. He also received his Single Subject Credential in Mathematics from California State University, Fullerton.

Mr. Capitulo loves working with students and enjoys teaching math, especially at the secondary level. He believes that all students have the ability to learn and the opportunity to succeed. He has teaching experiences with various communities, and has worked at school sites serving low-income families. A favorite lesson he implemented was a lesson on transformations using DESMOS, a web-based graphing site. He is an AIMS (Autism, Inclusion, Mathematics Core and Science Innovation) grant recipient.

With the same interest level for math, Mr. Capitulo has an appreciation for music, and has performed in various musical groups. Mr. Capitulo other interests includes; playing competitive board games that encourages critical thinking skills, hiking, and traveling.  

 

   

   

Ya Na Kim   Ya Na Kim graduated from the University of California, Irvine with a Bachelor of Science degree in Mathematics. After graduating from college, she had worked in a private learning institute as an instructor teaching different levels of mathematics from Algebra to AP Calculus, SAT/ACT Math, and Korean for 10 years. She realized what she had always known in her heart could not be pushed away; she longed to teach in a classroom. To pursue her teaching career at the secondary level, she went back to school and received her Single Subject Credential in Mathematics with an additional Korean Bilingual Authorization from California State University, Fullerton. She believes that every student has the potential to succeed and will continue working with students to achieve their goals. One of her strengths is to relate the content knowledge to real-life by implementing various activities, strategies, and technology. In addition to her passion in mathematics, she loves coaching swimming. In her spare time, she likes to spend time with family and friends, travel, and fishing.

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Shilline Nguyen

Miss Shiline Nguyen is a California State University, Fullerton graduate with a Bachelor of Arts Degree in Mathematics and is currently a Mathematics single subject candidate.

Miss Nguyen enjoys working with her students, and spreading her contagious passion for mathematics in her classroom. She firmly believes that all students have the ability to succeed in mathematics, and goes out of her way to accommodate her students’ learning needs. She has teaching experiences working as a College Algebra and Precalculus supplemental instruction leader, and a M.I.S.S. tutor (Mathematics Intensive Summer Session) where she mentored high school female students to pursue S.TE.M. fields (Science, Technology, Engineering, and Mathematics). Her favorite, memorable lesson she taught was a lesson on the converse of the Pythagorean Theorem where students had to line up various squares of Starbursts on the sides of a triangle.

During her spare time, Miss Nguyen loves to travel to other countries and immerse herself in its history of mathematics. Her other local interests includes; hiking, running marathons, and going to art and science museums.

         

   

Jenna Phillips Ms. Jenna Corinne Phillips received her Bachelor’s Degree in Mathematics with a minor in Computer Science from California State University, Fullerton in May 2015. She received her Single Subject Teaching Credential in Mathematics from California State University, Fullerton as well. Her interest in mathematics began at an early age and was her favorite subject throughout school. Her passion for teaching began in high school while performing community service at local after-school math clinics. Her love of abstract concepts, sense of order and deductive reasoning instilled a desire to teach secondary mathematics. She believes all students have the ability to grasp complex concepts when given real-life applications that encourage critical thinking skills. She enjoys creating lesson plans that are both engaging and will motivate her students to learn and succeed. In her spare time, Ms. Phillips enjoys piano, photography, cuddling with her cat, Sudoku, and watching reruns of Friends. She’s also an accomplished bargain shopper!          

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Matthew Sanjurjo Mr. Matthew Evan Sanjurjo received his Bachelor’s Degree and Single Subject Credential in Mathematics from California State University, Fullerton. Mr. Sanjurjo loves teaching mathematics. He engages his students by using technology in the classroom. He takes time to really get to know his students, creating excellent rapport and classroom management. During his free time he enjoys being outdoors camping or spending time with his family and friends. Mr. Sanjurjo has worked hard to get to where he is at now and intends on shaping the lives of future students as he teaches mathematics of all levels. He believes that as an educator he is a lifelong learner and will continue to grow and improve as a respectable and admirable teacher in the field of education.          

   

Emma Schletweitz Emma Schletewitz graduated from Azusa Pacific University’s Honor’s College in December 2014 with a Bachelor of Arts in Mathematics with an emphasis in secondary education. During her time at APU she was a math tutor in the Math and Physics Center in which she tutored Elementary Algebra through Calculus 2. Additionally, she was a grader and teacher’s assistant for Analytical Inquiry where she led review sessions for tests.

After graduating from APU, she began the credential program at California State University, Fullerton and received her Single Subject Teaching Credential for Mathematics in May 2016. She completed a year of student teaching at Santiago High School in the Garden Grove Unified School District. During her first semester, she co-taught two periods of Geometry and one period of Algebra 2. For her second semester, she received a long-term substitute teaching position where she taught five periods of Advanced Algebra and Trigonometry. Her long-term substitute teaching experience provided her with many opportunities to grow in becoming a well-rounded teacher who has learned how to effectively manage a classroom and provide the necessary accommodations for English Learners and students with special needs and learning disabilities.

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Jessica Wightman

Ms. Jessica Lynn Wightman received her Bachelor of Arts in Mathematics from California State University, Fullerton, graduating with University Honors and Magna Cum Laude. While in her senior year of her undergraduate career, Ms. Wightman completed a Senior Honors Project in which she conducted research on the causes of math anxiety in high school geometry classrooms with a an emphasis on proofs and reasoning. She also received her Single Subject Teaching Credential in Mathematics from California State University, Fullerton.

Ms. Wightman has used her undergraduate research in her own teaching experiences to create low anxiety classrooms by building a strong rapport with her students. By crafting a supportive environment for students, Ms. Wightman is able to create and execute more effective discovery-based learning and student-centered lessons that allow students to explore mathematics with only guidance from the teacher. One of her favorite lessons involved students working together in groups to solve “The Avengers” themed problems involving the applications of trigonometric functions in right triangles.  

PROBLEMS TO SOLVE  

1. Given  two  equiangular  polygons  

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P1 and P2  with  different  numbers  of  sides:  each  angle  of  

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P1  is  x  degrees  and  each  angle  of  

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P2  is  kx  degrees  where  k  is  an  integer  greater  than  1.    The  number  of  possibilities  for  the  pair  (x,  k)  is:    a)    infinite      b)    finite,  but  more  than  two    c)    two        d)    one        e)    zero   2. In  triangle  ABC  the  ratio  AC:CB  is  3:4.    The  bisector  of  the  exterior  angle  at  C  intersects  BA  extended  at  P  (A  is  between  P  and  B).    The  ratio  PA:AB  is:    a)    1:3        b)    3:4        c)    4:3        d)    3:1        e)    7:1  

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3. A  regular  polygon  of  n  sides  is  inscribed  in  a  circle  of  radius  R.    The  area  of  the  polygon  is  

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3R2 .    Then  n  equals:    a)    8        b)    10        c)    12        d)    15        e)    18   4. In  triangle  ABC  the  median  from  A  is  given  perpendicular  to  the  median  from  B.    If  BC  =  7  and  AC  =  6,  then  the  length  of  AB  is:    a)    4        b)    

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17      c)    4.25      d)    

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2 5      e)    4.5  

5. Triangle  ABC  is  inscribed  in  a  semicircle  of  radius  r  so  that  its  base  AB  coincides  with  diameter  AB.    Point  C  does  not  coincide  with  either  A  or  B.    let  s  =  AC  +  BC.    Then,  for  all  permissible  positions  of  C:    a)    

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s2 ≤ 8r2        b)    

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s2 = 8r2        c)    

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s2 ≥ 8r2        d)    

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s2 ≤ 4r2    e)    

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s2 = 4r2   6. If  the  radius  of  a  circle  is  increased  by  1  unit,  the  ratio  of  the  new  circumference  to  the  new  diameter  is:    a)    

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π + 2      

b)    

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2π +12

   

 c)    

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π        

d)    

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2π −12

   

 e)    

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π − 2  

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7. A  square  and  an  equilateral  triangle  have  equal  perimeters.    The  area  of  the  triangle  is  

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9 3  square  inches.    Expressed  in  inches  the  diagonal  of  the  square  is:    a)    

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9 /2        b)    

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2 5      c)    

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4 2      d)    

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9 2 /2      e)    none  of  these   8. Let  the  bisectors  of  the  exterior  angles  at  B  and  C  of  triangle  ABC  meet  at  D.    Then  the  measure  in  degrees  of  angle  BDC  is:    

a)    

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1290 − A( )      

 b)    

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90 − A      

c)    

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12180 − A( )      

 d)    

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180 − A        e)    

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180 − 2A   inform

9. Given  triangle  ABC  with  base  AB  fixed  in  length  and  position.    As  the  Vertex  C  moves  on  a  straight  line,  the  intersection  point  of  the  three  medians  moves  on:    a)    a  circle      b)    a  parabola        c)    an  ellipse        d)    a  straight  line    e)    a  curve  not  listed  here                        10. Given  rectangle  

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R1  with  one  side  2  inches  and  area  12  square  inches.    Rectangle  

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R2  with  diagonal  15  inches  is  similar  to  

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R1.    Expressed  in  square  inches  the  area  of  

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R2  is:    a)    9/2        b)    36        c)    135/2      d)    

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9 10      e)    

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27 10 /4  

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ANSWER KEY TO PROBLEMS TO SOLVE

1. d

2. d

3. c

4. b

5. a

6. c

7. d

8. c

9. d

10. c

 

 

MASTER OF ARTS IN MATHEMATICS The Master of Arts in Mathematics provides advanced study for students with one or more of the following interests: a Ph.D. program in mathematics or mathematics education, teaching in high school or community college, or using mathematical analysis in government, business or industry. Three options are offered under the Master of Arts in Mathematics program: (1) Teaching; (2) Applied Mathematics, and Statistics. The Teaching Mathematics option is designed for those individuals who are presently teaching mathematics at the secondary or community college level. Students must have completed courses in linear algebra, modern algebra and advanced calculus with at least a “B” (3.0) average. In addition, students should have completed a minimum of one year of full-time teaching. The Applied Mathematics option is designed specifically for individuals who are seeking, or who currently hold positions that involve mathematics or quantitative applications. Students must have completed one semester of mathematical probability and one semester of advanced calculus with grades of “B” (3.0) or better in each course.

The Statistics program is designed for full-time and part-time students seeking to meet the growing demand for professionals with knowledge and training in data science and quantitative analysis. There are excellent job prospects for graduates of the program in industry, business and government agencies. The courses must be selected from our regular course offerings at the undergraduate and graduate level.   For more information about the Masters of Arts in Mathematics program at California State University, Fullerton, write to the following coordinators at:

Department of Mathematics California State University, Fullerton

800 N. State College Blvd. Fullerton, CA 92831

(1) Teaching- Dr. Armando Martinez-Cruz (2) Applied Mathematics- Dr. Charles Lee

(3) Statistics- Dr. Mori Jamshidian  Math Masters Degree Programs website:

http://math.fullerton.edu/programs/master-s-degree-programs

ENROLL AS A MATHEMATICS MAJOR AT

CALIFORNIA STATE UNIVERSITY, FULLERTON

California State University, Fullerton offers several concentrations as mathematics major:

(1) Pure Mathematics Concentration, for the student planning on pursuing an advanced degree in mathematics.

(2) Applied Mathematics Concentration, for the student planning on a career in business, industry, or government

(3) Probability and Statistics Concentration, for the students planning on a career in an industry using mathematics as an analytic or descriptive tool, e.g. actuarial science.

(4) Teaching Mathematics Concentration, for the student planning to teach at the secondary school level.

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For more information about applying at California State University, Fullerton as Mathematics major, write to:

Dr. Stephen Goode, Chair Department of Mathematics

California State University, Fullerton P.O. Box 6850

Fullerton, CA 92834-6850

Math Department website: http://math.fullerton.edu

       Make  a  difference;  add  to  your  enjoyment  of  life;  multiply  the  benefits  of  teaching;  divide  your  time  among  interesting  math  courses;  and  feel  the  power  of  accomplishment,  thus  bringing  order  to  your  life  goals.  

HIGH SCHOOL MATH TEACHERS: If any of your students are planning to attend California State University, Fullerton for the Spring 2017 semester, let us know so that we can help them in the advising process. Either you or the students may contact Dr. Cherie Ichinose (cichinose@fullerton.edu) to convey this information. Please provide the names of interested students and their high schools. If they wish to be contacted, include their e-mail addresses.

FREE MATHEMATICS DIAGNOSTIC TESTING SERVICE AT

CALIFORNIA STATE UNIVERSITY, FULLERTON

The California State University, Fullerton

Mathematics Department is one of eleven sites in California for the Mathematics Diagnostic Testing Project (MDTP). MDTP is funded by the California Academic Partnership Program (CAPP) with the goal of informing secondary school students and teachers of the critical math skills and concepts needed to succeed in College Preparatory Mathematics courses. MDTP test items are aligned with the California Math Standards. MDTP tests, answer sheets and scoring services are offered at no charge to teachers in California public or private schools.

The Mathematics Diagnostic Testing Project tests

are the only tests (other than teacher-made and scored) that have the option of providing each student a personal printout! The printout contains topic-by-topic feedback to students on their understanding of basic concepts in college preparatory mathematics. Both students and parents respect and appreciate this kind of feedback.

In addition to the individual student printout, the

MDTP service provides each teacher with an item analysis of the class results, showing items that all students did well on, as well as items many students missed. It gives teachers insight into the content the students understand versus what they do not understand. Using distracters on the test items that students choose gives the teacher insight into students’ misconceptions. In addition, the teacher has a printout of each student’s results, allowing him/her to chart an individual’s progress across various mathematical topics.

Teachers also receive a 2-page sheet on

“Interpreting the Test Results” and a 2-page “Test Analysis Worksheet.” The “Interpreting the Test Results” handout explains the various parts of the computer printout. Teachers or teams of teachers who want to work more deeply into the class’ results can use the “Test Analysis

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Worksheet”. It has teachers look at the five “easiest” problems and five “hardest” problems on the test according to the students’ results. Then teachers look at the various distracters, seeking clues that can uncover students’ errors in reasoning, thereby informing teachers of areas of instruction that may need to be modified or revisited.

The MDTP tests are also available in Spanish.

For teachers who want to integrate technology, versions that require the use of a scientific calculator are available for all tests (order the X-version of the test). Finally, there are two versions that integrate coursework to assess students’ general understanding of high-level college preparatory mathematics. The Integrated Second Year Readiness and Integrated Third Year Readiness exams can be selected for this purpose.

RESPONSE TO SENATE BILL 359 – CALIFORNIA MATHEMATICS

PLACEMENT ACT OF 2015 Senate Bill 359, which was enacted in October

2015, requires California local education agencies to implement a mathematics placement policy for students entering Grade 9 that meets two specified criteria. To help agencies meet these requirements, MDTP will pilot a program to develop tests that may be used in those placement policies. In particular, MDTP will develop placement tests for entering 9th grade students that are aligned to state-adopted content standards in Mathematics (refer to SB 359, Section 2 (1)). For each pathway, traditional and integrated, MDTP will create and assessment that is aligned to the Frameworks for these pathways. These assessments will be desiged as one measure to inform placement decisions into one of two levels of math: Algebra 1/Geometry or Integrated Math 1 or Integrated Math 2. These assessments will be ready for use in February 2017 in a field-test version. It will be the responsibility of each

school and/or district to determine how they will interpret and use their student results data. We recommend that schools and districts use existing MDTP readiness tests appropriate to students’ courses in order to satisfy SB 359 criteria of assessing students once enrolled into their course (refer to SB 359, Section 2 (2)) with a diagnostic test within the first month of school. Since this placement plan is a pilot program, we expect to be continually revising our placement assessments and will be asking schools for feedback data to inform our program’s effectiveness. Ordering materials for MDTP readiness tests and information on the placement assessments (available Winter 2017) can be found on the MDTP Director site website mdtp.ucsd.edu or by emailing the Director site directly at mdtp@ucsd.edu.

CCSSM ALIGNED FIELD-TESTS AVAILABLE FALL 2016

The MDTP Work Group developed the following

field-tests to meet the curriculum alignment to the California CCSSM:

- Integrated Second Year Readiness Test - Integrated Third Year Readiness Test - Geometry Readiness Test - Second Year Algebra Readiness Test

Each newly designed test is now available for Fall 2016 field-testing. Field-testing is a vital practice in the MDTP test creation process, and we welcome all schools to participate in this important activity. Please contact our office for more information about participation.

Email: mdtp@fullerton.edu

Phone: (657) 278-7248 Office hours:

Monday – Friday 8am – 5pm

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The tests available include: (1) Grade 7 Math Readiness (7R40A15)

*Assesses some concepts needed for success in a California Common Core State Standards Grade 7 Math course *Given near the beginning of a Grade 7 Math course or near the end of a Grade 6 Math course (2) Grade 8 Math Readiness (8R40A15) * Assesses some concepts needed for success in a California Common Core State Standards Grade 8 Math course

* Given near the beginning of a Grade 8 Math course or near the end of a Grade 7 Math course

(3) Pre-Algebra Readiness (PR40A04) *Tests whether students are ready for Pre- Algebra content *Given near the end of a basic math or a course preceding a Pre-Algebra course (4) High School Math Readiness (HS45A15)

*Assesses some concepts needed for success in a Common Core State Standards first Math course in high school *Given near the beginning of a course in either traditional Algebra I or integrated Math I, or near the end of a Grade 8 Math course (5) Algebra Readiness (AR45A10) * Tests whether students are ready for Algebra I content

* Given near the end of a Pre-Algebra course

(6) Elementary Algebra (EA50A90) * Tests whether students are ready to proceed to Algebra II or Geometry

* Given near the end of an Algebra I course (7) CAHSEE Preparatory (CP45A12) * Assesses concepts needed for success on the CAHSEE Test * Recommended for classes whose students will be taking the CAHSEE test.

(8) Geometry Readiness (GR45D16) *FIELD-TEST

* Tests readiness for Geometry * Given near the end of an Algebra I course (8) Geometry Readiness (GR45A06) * Tests readiness for Geometry * Given near the end of an Algebra I course (9) Second Year Algebra Readiness (SR45D16) *FIELD-TEST * Tests readiness for Algebra II * Given near the end of a Geometry course (9) Second Year Algebra Readiness (SR45A06) * Tests readiness for Algebra II * Given near the end of a Geometry course (10) Integrated Second Year Readiness (IS45D16) *FIELD-TEST * Tests whether students are ready for Algebra II * Given near the end of the Geometry course (11) Integrated Third Year Readiness

(IT45D16) *FIELD-TEST * Tests whether students are ready for Pre- Calculus

* Given near the end of the Algebra II

(12) Mathematical Analysis Readiness (MR45A08) * Tests whether students are ready to proceed to Math Analysis or Pre-Calculus

* Given near the end of an Algebra II course (13) Calculus Readiness (CR45A12) * Tests whether students are ready to proceed to Calculus * Given near the end of a Pre-Calculus course (14) Beginning Calculus Readiness (BC40X97) * Assesses some concepts and facility with

graphing calculators needed for success in a first year calculus course requiring graphing calculators. Some questions require the use of a graphing calculator.

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MDTP tests can also be given in the fall to

diagnose areas that need remediation and again in the spring to show increased understanding over time.

An order form for MDTP tests can be placed on

CSUF’s MDTP web site http://mdtp.fullerton.edu.

For more information about the Mathematics Diagnostic Testing Project at

California State University, Fullerton please contact Angela Hoang, MDTP Assistant, by:

Email: mdtp@fullerton.edu Phone: (657) 278-7248

Office hours: Monday – Friday

8am – 5pm