> |~wxyz{y p8bjbj <{{.^bb
4 hn :"D ~(/Lj///[0*<|@$cPDR[0[0DRDR//dddDR//dDRddR~`/:%ЗXttr0R^<``:
A[Gd[K4NAAA>d|AAADRDRDRDRAAAAAAAAAb :
Proposal for a curricular revision of the Mathematics Education option of the B.S. Mathematics program at UPR Mayaguez
February 3, 2011
Table of Contents
TOC \o "1-3" \h \z \u HYPERLINK \l "_Toc292199826" I. INTRODUCTION PAGEREF _Toc292199826 \h 4
HYPERLINK \l "_Toc292199827" A. Name of the program to be revised and degree to be conferred PAGEREF _Toc292199827 \h 4
HYPERLINK \l "_Toc292199828" B. Brief description of the revision PAGEREF _Toc292199828 \h 4
HYPERLINK \l "_Toc292199829" C. New requirements proposed PAGEREF _Toc292199829 \h 4
HYPERLINK \l "_Toc292199830" D. Requirements under the existing program changed in the proposed revision PAGEREF _Toc292199830 \h 5
HYPERLINK \l "_Toc292199831" E. Requirements under the existing program eliminated or reduced in the proposed revision PAGEREF _Toc292199831 \h 5
HYPERLINK \l "_Toc292199832" F. Duration of the program and maximum time allowed to complete the degree PAGEREF _Toc292199832 \h 6
HYPERLINK \l "_Toc292199833" G. Probable implementation date PAGEREF _Toc292199833 \h 6
HYPERLINK \l "_Toc292199834" II. PROFESSIONAL ACREDITATION PAGEREF _Toc292199834 \h 6
HYPERLINK \l "_Toc292199835" III. JUSTIFICATION PAGEREF _Toc292199835 \h 7
HYPERLINK \l "_Toc292199836" A. Academic reasons for the revision of the Math Ed option PAGEREF _Toc292199836 \h 7
HYPERLINK \l "_Toc292199837" IV. RELATIONSHIP OF THE PROGRAM WITH THE MISSION AND THE STRATEGIC PLAN OF THE UNIVERSITY OF PUERTO RICO PAGEREF _Toc292199837 \h 8
HYPERLINK \l "_Toc292199838" A. Relation of the program with the institutional mission PAGEREF _Toc292199838 \h 8
HYPERLINK \l "_Toc292199839" B. Relationship of the program to the institutional strategic plan PAGEREF _Toc292199839 \h 9
HYPERLINK \l "_Toc292199840" C. Relationship of the Program to the Campus Strategic Plan PAGEREF _Toc292199840 \h 9
HYPERLINK \l "_Toc292199841" D. Relationship of the Program to current academic offerings in or outside UPR PAGEREF _Toc292199841 \h 10
HYPERLINK \l "_Toc292199842" V. CONCEPTUAL FRAMEWORK FOR THE PROGRAM PAGEREF _Toc292199842 \h 11
HYPERLINK \l "_Toc292199843" A. Mission of the program PAGEREF _Toc292199843 \h 13
HYPERLINK \l "_Toc292199844" B. Goals of the program PAGEREF _Toc292199844 \h 14
HYPERLINK \l "_Toc292199845" C. Objectives of the program PAGEREF _Toc292199845 \h 14
HYPERLINK \l "_Toc292199847" D. Profile of graduates from the program PAGEREF _Toc292199847 \h 18
HYPERLINK \l "_Toc292199848" E. Teaching Philosophy PAGEREF _Toc292199848 \h 19
HYPERLINK \l "_Toc292199849" VI. CURRICULAR DESIGN PAGEREF _Toc292199849 \h 20
HYPERLINK \l "_Toc292199850" A. Mathematics Courses in the Curriculum PAGEREF _Toc292199850 \h 20
HYPERLINK \l "_Toc292199851" B. Pedagogical Courses in the Curriculum PAGEREF _Toc292199851 \h 22
HYPERLINK \l "_Toc292199852" C. Science requirements PAGEREF _Toc292199852 \h 24
HYPERLINK \l "_Toc292199853" D. Model course schedule PAGEREF _Toc292199853 \h 25
HYPERLINK \l "_Toc292199854" E. Curricular Coherence PAGEREF _Toc292199854 \h 26
HYPERLINK \l "_Toc292199855" F. Instructional Methodologies PAGEREF _Toc292199855 \h 29
HYPERLINK \l "_Toc292199857" G. Learning Outcomes Assessment Plan PAGEREF _Toc292199857 \h 29
HYPERLINK \l "_Toc292199858" H. Course Syllabus PAGEREF _Toc292199858 \h 30
HYPERLINK \l "_Toc292199859" VII. ADMISSION, REGISTRATION AND GRADUATION PAGEREF _Toc292199859 \h 30
HYPERLINK \l "_Toc292199860" VIII. Faculty Profile PAGEREF _Toc292199860 \h 32
HYPERLINK \l "_Toc292199861" IX. Program Administration PAGEREF _Toc292199861 \h 35
HYPERLINK \l "_Toc292199862" X. Information Resources PAGEREF _Toc292199862 \h 35
HYPERLINK \l "_Toc292199863" XI. Infrastructure for teaching, research and service: PAGEREF _Toc292199863 \h 36
HYPERLINK \l "_Toc292199864" XII. Student support services PAGEREF _Toc292199864 \h 36
HYPERLINK \l "_Toc292199865" XIII. Catalogue and Dissemination PAGEREF _Toc292199865 \h 36
HYPERLINK \l "_Toc292199866" XIV. Budget Plan PAGEREF _Toc292199866 \h 37
HYPERLINK \l "_Toc292199867" XV. Program Assessment Plan PAGEREF _Toc292199867 \h 37
HYPERLINK \l "_Toc292199868" XVI. Development Plan PAGEREF _Toc292199868 \h 38
HYPERLINK \l "_Toc292199869" XVII. References PAGEREF _Toc292199869 \h 38
INTRODUCTION
Name of the program to be revised and degree to be conferred
The Department of Mathematical Sciences proposes to revise the Mathematics Education option of the undergraduate Mathematics program at UPRM. Students who complete the current program receive a Bachelor of Science degree in Mathematics with a concentration in Mathematics Education. No change in the programs name or the degree to be conferred is proposed.
Brief description of the revision
The revision addresses recommendations from the National Council of Teachers of Mathematics (NCTM) for accrediting the program with the National Council of Accreditation for Teacher Education. The revision also fully integrates UPRMs Secondary Education Teacher Preparation Program (Programa de Preparacin de Maestros de Escuela Secundaria in Spanish, abbreviate PPMES) requirements so that Mathematics Education students can take advantage of the courses offered by that program as well as meet Puerto Rico Department of Education (PRDE) secondary mathematics teacher certification requirements.
New requirements proposed
The proposed revision requires existing courses MATE 3181, Discrete Mathematics; MATE 4120, History of Mathematics; EDPE 3129, The Use of Microcomputers in the Classroom, and EDES 4006, Nature and Needs of Exceptional Learners.
The two mathematics courses broaden student preparation in mathematics in areas of growing importance in teaching secondary mathematics. Both were specifically recommended in NCTMs NATIONAL RECOGNITION REPORT on the existing Mathematics Education program. The two education courses respond directly to PRDE teacher certification requirements (the current requirements for certification as a secondary mathematics teacher in Puerto Rico may be found on the Department of Education website at
HYPERLINK "http://de.gobierno.pr/sites/de.gobierno.pr/files/ReglamentoCertificaciones_1.pdf"http://de.gobierno.pr/sites/de.gobierno.pr/files/ReglamentoCertificaciones_1.pdf). A recent revision of UPRMs PPMES established three transition points that teacher candidates must pass to actually enroll in a student teaching course. The courses EDPE 3129, The Use of Microcomputers in the Classroom, and EDES 4006, Nature and Needs of Exceptional Learners, are part of the requirements delineated in these transition points.
The proposed revision also requires one new two credit course MATE 4024, Teaching Mathematics using Technology.
This course has been developed to address the NCTM standard for preparation of mathematics teachers regarding the use of mathematics specific technology such as graphing calculators, symbolic computation programs, and geometry software in teaching mathematics.
Requirements under the existing program changed in the proposed revision
The existing program course requirement in statistics, ESMA 4001, Mathematical Statistics I, will be replaced by the statistics course ESMA 3016, Statistical Data Analysis. The latter course more closely matches the NCTM statistics standard for secondary mathematics teacher preparation. It also aligns better with the statistics preparation that secondary mathematics teachers need to teach the statistics and probability courses offered in Puerto Rico high schools.
Requirements under the existing program eliminated or reduced in the proposed revision
The current four year program requires a total of 139 credits. In order to add the accreditation critical courses listed above and keep the program within a four year time frame, some of the existing program course requirements were eliminated.
MATE 4009, Ordinary Differential Equations and MATE 4050, Undergraduate Seminar are required in the current program, but will not be required in the proposed revision.
Students who enroll in the proposed revision, especially those who indicate an interest in pursuing graduate studies, will be encouraged to take Differential Equations as well as Advanced Calculus, Elements of Topology, and an Introduction to Complex Variables with Applications. The required courses, Mathematics Teaching and Learning Resources, Teaching Mathematics using Technology, and the History of Mathematics; will provide a variety of opportunities for students in the proposed revision to develop the library search, professional reading, and presentation skills addressed by the Undergraduate Seminar in the current program.
The science requirements will be reduced from 18 credits to 8 credits. Whereas the existing program requires 18 credits in general physics and general chemistry, the proposed revision requires 8 credit hours in selected introductory physics, chemistry, and geology courses. This 8 credit requirement includes at least two credits of laboratory work.
The total number of required credits (139) in the proposed revision remains the same as the current program.
Duration of the program and maximum time allowed to complete the degree
As in the current program, a full-time student may complete the proposed revision in four years. The maximum time permitted to complete the degree will be eight (8) years as stipulated by the regulations governing undergraduate studies at the UPR Mayaguez Campus (Academic Senate Certification 05-32).
Probable implementation date
The Department of Mathematical Sciences is prepared to implement the proposed revision, as soon as it is approved by the corresponding academic and administrative University of Puerto Rico bodies and offices. No new facilities or faculty are needed to implement the proposed revision.
PROFESSIONAL ACREDITATION
The National Council for Accreditation of Teacher Education (NCATE) Board of Examiners visited UPRM in April, 2010 and recommended that the professional education unit be accredited. In October, 2010 the NCATE Unit Accreditation Board informed UPRM that accreditation without qualifications had been granted to its professional education unit (see copy of letter and accreditation report in Appendices). As part of its accreditation process, NCATE requires all teacher preparation programs within the unit to obtain national recognition from the corresponding specialized professional association. In the case of mathematics, that specialized professional organization is the National Council of Teachers of Mathematics (NCTM). The mathematics component of UPRMs Teaching Preparation Program in Secondary Education (PPMES) has been nationally recognized with conditions until February 1, 2011 by the NCATE. (A copy of the NCTM response is included in the appendices). The proposed revision of the Mathematics Education program responds directly to the recommendations from NCTM to meet requirements for full recognition. The proposed revision of the Mathematics Education program is a key part of the effort to achieve and maintain full NCATE accreditation.
JUSTIFICATION
Academic reasons for the revision of the Math Ed option
The UPRM Mathematics Education program has served the Puerto Rican community well. With a 94% (33 of 35) passing rate on the Mathematics Specialization Teacher Certification test over the three testing years 2007, 2008, and 2009; UPRM candidates for Puerto Rico secondary mathematics teacher certification have clearly been prepared to meet the content knowledge requirements of the Puerto Rico Department of Education. At the time of preparation of this proposal College Boards had not released data for tests administered in spring 2010, however one of UPRM's Mathematics Education students was notified that she earned the highest score on the PCMAS specialization exam. Given that UPRM has consistently obtained the highest scores, as a unit, on the PCMAS mathematics specialization exam, the mathematics preparation of UPRM secondary mathematics teachers is one of relative excellence. The proposed revision is intended and fully expected to improve both the mathematics preparation and the pedagogical preparation of program graduates.
The NCTM National Recognition Report on the Mathematics Education program at UPRM specifically recommended adding courses that introduce students to discrete mathematics and that address the historical developments of various strands of mathematics. NCATE utilizes the expertise of specialized professional associations like NCTM as part of the accreditation process. The NCTM report also calls for strengthening the role of mathematics specific technology in mathematics content courses, in pedagogical methods courses, and during the field experiences. The proposed revision of the Mathematics Education program adds required courses in Discrete Mathematics and the History of Mathematics.
UPR Board of Regents Certification 04-47, item D, calls for all teacher preparation programs in the UPR system to include all the courses necessary to fulfill requirements for teacher certification. Whereas the current program encourages students to take EDPE 3129, the Use of Microcomputers in the Classroom, and EDES 4006, Nature and Needs of Exceptional Learners as electives in order to meet PRDE requirements for teacher certification; the proposed revision requires these and all other courses needed for certification as secondary mathematics teachers. Under the present regulations, all first time candidates for certification as secondary school mathematics teachers in Puerto Rico must:
have a minimum of a bachelor's degree from an accredited higher learning institution or College.
have a GPA of no less than 2.50 overall and in the area of specialization
take and approve the PCMAS Basic Battery Test
show evidence that they have approved
a course on the nature of the exceptional child, which includes the topics of inclusion and technological assistance
a course on the integration of technology to education
a course on the History of Puerto Rico
a course on the History of the United States
approve a course on methodology in the teaching of mathematics
approve a teaching practice course with a minimum of 300 hours classroom contact
RELATIONSHIP OF THE PROGRAM WITH THE MISSION AND THE STRATEGIC PLAN OF THE UNIVERSITY OF PUERTO RICO
Relation of the program with the institutional mission
UPRMs mission is to:
Develop educated and cultured citizens, able to think critically and professionally, competent in the fields of agricultural sciences, engineering, sciences, arts and business administration, who can contribute to the cultural, social, technological and economic development of Puerto Rico and collaborate internationally in an environment of solidarity and democracy.
Perform research and creative activities to serve the local, regional and international needs of society.
Provide an exemplary service to the local, regional and international community to contribute to a sustainable and balanced development of our society and disseminate knowledge making it available to all those concerned.
Teachers can only teach what they know well. Lack of adequate preparation in mathematics is a widely documented problem that adversely affects teachers and students in Puerto Rico and the United States. To fully achieve its mission, UPRM must play a role in teacher preparation. To address this need, the faculty Department of Mathematical Sciences at UPRM established a mathematics education program in the 1980s to prepare more effective mathematics teachers. UPRMs teacher preparation model integrates that preparation into content departments. At UPRM, future mathematics teachers pursue a bachelors degree in mathematics in the Department of Mathematical Sciences while they develop their pedagogical knowledge base in the Secondary Education Teacher Preparation Program (PPMES). This parallel structure supports the development of breadth and depth of content knowledge needed to complement the pedagogical and knowledge skills to be effective in the classroom. This approach recognizes that teaching mathematics requires pedagogical knowledge particular to mathematics; such as using and connecting multiple representations, developing precise notation and vocabulary, using mathematics specific technologies, and eliciting clear reasoning; the proposed program expands the requirements in education courses specific to mathematics. In congruence with the institutions mission, rather than produce teachers that know mathematics, the original program was designed to prepare mathematicians that know how to teach mathematics. This continues to be an essential tenet of the proposed revision.
Relationship of the program to the institutional strategic plan
The proposed revision responds directly to four of the institutional objectives mentioned in the system wide strategic plan Diez para la Decada. Loosely stated these are:
to obtain and maintain professional accreditation of all programs which are subject to such processes;
to strengthen the relationship between UPR and the K-12 Puerto Rico education system;
to foster the continuous and systematic revision of academic offerings; and
to encourage research in disciplines with strong potential to attract competitive external funding
Members of the Department of Mathematical Sciences have contributed to the school mathematics curricula in Puerto Rico, developed pre-college mathematics materials, provided professional development for mathematics teachers, and worked with mathematically talented pre-college students for over 30 years. See the faculty profile for further details about the nature and extent of the collaboration between the Department of Mathematical Sciences and Puerto Rico K-12 mathematics.
Relationship of the Program to the Campus Strategic Plan
UPRMs strategic plan was revised in 2007. This revision identifies updating Campus academic offerings as critical. Achieve and maintain professional accreditation standards in all UPRM Programs is an explicitly stated strategic orientation with regard to curriculum, learning, and teaching. The plan calls for an increase in the number of professional offerings, paying special attention to those that address societal needs. The plan calls for the development of knowledge and serving the community. The plan also calls for the broadening of educational program offerings for pre-college level students.
The proposed mathematics education revision addresses specific concerns raised in the NCTM/NCATE accreditation report. It also addresses PRDE requirements for certification of secondary mathematics teachers that are not met in the existing program. The effort to maintain a nationally accredited program to produce well prepared mathematics teachers responds to a critical need of Puerto Ricos pre-college educational system. The proposed revision is well aligned with and responds to the campus strategic plan within the University of Puerto Rico's social context and economic reality.
Relationship of the Program to current academic offerings in or outside UPR
The current program was designed to graduate mathematics specialists prepared to be effective mathematics teachers. In the current program, the Department of Mathematical Sciences designs and offers the mathematics (content) courses; while UPRMs Secondary Education Teacher Preparation (PPMES) designs and offers the pedagogy courses including the education foundations, special education, and education technology courses. The PPMES coordinates and manages the methodology and teaching practice courses: placing candidates in schools; selecting and evaluating cooperating teachers, and recruiting university supervisors for student teachers. The university teaching practice supervisors are recruited from the Department of Mathematical Sciences faculty. Both the Department of Mathematical Sciences and the PPMES advise students enrolled in the program regarding their progress towards meeting teacher certification requirements. Thus, over recent years, the supervision and counseling of mathematics student teachers has become a collaborative effort by the Department of Mathematical Sciences and the PPMES. This collaboration has proven effective, providing the future mathematics teacher with content expert support in the classroom and UPRM mathematics faculty with insight into the particular mathematics needs of Puerto Rico's secondary mathematics teachers. It is the express intent of the proposed revision to maintain this collaboration in which the Department of Mathematical Sciences is a robust contributor to the preparation of secondary mathematics teachers.
The UPRM mathematics teacher preparation program is a model in which mathematicians prepare professional mathematics educators as mathematicians first. No other mathematics teacher preparation program in Puerto Rico works from this premise. The core mathematics curriculum of the proposed revision of the Mathematics Education program remains one of the most demanding among higher learning institutions on the island. For the proponents, this characteristic is an essential strength of the program.
The PPMES has established specific requirements for students to enroll in Student Teaching courses. The specific requirements for enrollment in the Student Teaching of Mathematics in Secondary School course were established by the PPMES in consultation with the Department of Mathematical Sciences. These requirements were motivated by an analysis of the performance of UPRM candidates on Puerto Ricos teacher certification tests (PCMAS) and by the effort to thoroughly prepare teaching candidates before placing them in a teaching situation. The Department of Mathematical Sciences Faculty recognizes the value of the student teaching experience both for the theoretical and professional development of its Mathematics Education graduates. Therefore, the proposed revision includes the student teaching course and all of its prerequisites in the revised curriculum.
Whereas students in the existing Mathematics Education program must use their free electives to be able to exercise the option to seek certification as secondary mathematics teachers, the revised program integrates all the courses students need to apply for certification. The revised program allows students to follow a transparent, straight forward curricular path toward certification in accordance with section D part II of UPR Board of Trustees Certification 47, 2004-2005.
CONCEPTUAL FRAMEWORK FOR THE PROGRAM
UPRMs conceptual framework for Teacher Preparation seeks to develop ten proficiencies in its future teachers:
Possess strong content knowledge
Possess pedagogical content knowledge
Possess knowledge of human development and learning
Exhibit comprehensive formation , communication and leadership skills
Assess student learning effectively
Demonstrate caring disposition
Demonstrate sensitivity to diversity
Demonstrate community building skills
Demonstrate reflective practice
Demonstrate critical thinking skills
The proposed revision for Mathematics Education meets each of these as follows:
Possess content knowledge: In the proposed revision candidates must complete 36 credits in mathematical sciences including calculus, discrete mathematics, linear algebra, abstract algebra, foundations, geometry, number theory, mathematics history, statistics, and computer programming.
Possess pedagogical content knowledge: In their methodology and mathematics education courses, candidates study a repertoire of pedagogical techniques that educational research has demonstrated to be effective for teaching mathematics. During their student teaching, candidates use a variety of techniques to help students make sense of mathematics under the guidance of an experienced teacher mentor and a mathematics professor.
Possess knowledge of human development and learning: Candidates must complete 6 credits in human development and learning. During their student teaching, candidates are evaluated on application of their knowledge of how students learn, how they help students progress from basic to more abstract mathematics, and how they provide the scaffolding that supports this process.
Exhibit comprehensive formation-communication leadership skills: The methodology and mathematics education courses prepare candidates to use effective verbal and nonverbal communication skills to help students learn mathematics. Traditional mathematics courses require candidates to write, speak, and think in precise mathematical terms. Under the current program, candidates are required to apply classroom technology and mathematics specific technology in class demonstrations in the Use of Microcomputers in the Classroom course. Under the proposed revision, candidates will be required to make additional class demonstrations in the Teaching Mathematics with Technology course using a variety of mathematics specific technology tools. During their student teaching candidates are evaluated on how effectively they communicate with students, how they utilize technology to support the learning of mathematics, and how they contribute to the comprehensive formation of students.
Assessment of student learning: Candidates learn a variety of assessment techniques during their methodology and mathematics education courses. Candidate use of the assessment process is closely monitored and evaluated by the university supervisor and the cooperating teacher throughout the student teaching experience. Candidate use of assessment to measure student learning and to plan subsequent instruction according to the results is a key aspect of the Teacher Candidate Work Sample required during student teaching.
Demonstrate caring disposition: During their student teaching, candidates are evaluated on their ability to create an atmosphere of trust conducive to learning and on their disposition to help all students learn. Candidates discuss learning problems encountered during their student teaching in weekly meetings with university supervisors. These discussions often include several mathematics candidates. As teacher/observers, candidates have a unique opportunity to interact with students.
Demonstrate sensitivity to diversity: During the Nature and Needs of Exceptional Learners course, candidates are required to observe 15 hours of special education classroom situations and plan lessons that take the special needs observed into account. Candidates must document their sensitivity and tolerance to the diverse needs and performance levels of learners within gender and cultural differences with activity modifications to lesson plans as part of their Teacher Candidate Work Sample.
Demonstrate community-building skills: During student teaching, candidates are evaluated with respect to their ability to establish a community of trust in the classroom. They are also evaluated with respect to the professional relationships they form with teachers, administrators, parents, and the community.
Demonstrate reflective practice: During student teaching, candidates are evaluated with respect to their willingness to implement suggestions for improving classroom effectiveness and on their participation in numerous professional development activities offered by the PPMES. They are also required to prepare an electronic portfolio that demonstrates reflective thinking. This requirement serves to develop the habit of reflecting on teaching effectiveness in terms of student learning and to prepare candidates to take charge of and direct their future development as teaching professionals.
Demonstrate creative critical thinking: The critical thinking in mathematical problem solving, formal demonstrations, and precise mathematical explanations are explicit objectives in Foundations of Mathematics, Abstract Algebra, Discrete Mathematics, Number Theory, and Geometry. These, like most mathematics courses, require candidates to practice the critical thinking that is the essence of mathematics. During student teaching, candidates are evaluated on their application of critical thinking in the context of teaching mathematics in the classroom.
Mission of the program
The mission of the Mathematics Education option of the undergraduate mathematics program at UPRM is to serve Puerto Ricos need for highly qualified mathematics teachers. The revision will enhance the programs capacity to fulfill this mission.
Goals of the program
The goal of the Mathematics Education option of the undergraduate Mathematics program continues to be to produce mathematicians who are prepared to be effective secondary mathematics teachers.
Objectives of the program
All the objectives of the current Mathematics Education program remain an important part of the revised program (see subsequent chart for a side by side listing of the objectives of the current program and the objectives of the proposed revision). Additional objectives in mathematics content knowledge; professional and pedagogical knowledge; and professional skills and dispositions have been added in the proposed revision both to clarify expectations for mathematics teacher candidates and to address NCTM/NCATE recommendations.
Below are the added objectives from the revised Mathematics Education program. Program graduates will also be expected to demonstrate:
ME 5
Ability to apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.ME 6Ability to apply the concepts and practices of data analysis, statistics, and probability to design experiments; collect, analyze, and interpret data.ME 7Basic knowledge of the historical development of the key strands of mathematics such as number systems, algebra, geometry, calculus, discrete mathematics, and statistics including the past and present contributions from diverse cultures to these developments.ME 8Basic pedagogical knowledge and methodology for classroom
mathematics instruction.ME 9Knowledge of both classroom technology and mathematics specific technology including how to use these to facilitate and enhance learning mathematics.ME 10Classroom communication skills to demonstrate the utility of mathematics to formulate and solve problems in the appropriate abstract setting as well as to convey the power of mathematical reasoning beyond its utility and precision.ME 11Pedagogical skills to create and deliver learning experiences that help
all students learn.ME 12Skills in the assessment of student mathematical learning for formative
and evaluative purposes.ME 13Skills in creating and maintaining a classroom community
characterized by a mutual respect that is conducive to inquiry and
learning. ME 14Professional and ethical behavior while teaching and carrying out other
duties particularly with respect to fairness and equity.ME 15Concern for student well-being as well as for learning mathematics.ME 16 Sensitivity to the diversity in culture, religion, interests, and all its
manifestations among students especially those that affect learning.ME 17Reflective habit and commitment to personal professional development
focused on improving student learning.ME 18The constructive disposition to work with students, colleagues, parents,
and the community to address and resolve issues that affect student
learning both in mathematics and in their general formation.
The following tables compare the objectives of the current and Mathematics Education program and the proposed revision.
Content KnowledgeWith respect to Mathematics Knowledge, Graduates of the Current Mathematics Education program are expected to demonstrate:With respect to Mathematics Knowledge, Graduates of the Proposed Mathematics Education program will be expected to demonstrate: EM1 1 Basic knowledge of mathematical analysisME2 1 Basic knowledge of computer programming and mathematical analysisEM 2 Basic knowledge of the foundations of mathematics( including logic, set theory among others) and algebra, enabling them to develop and write mathematical proofs.ME 2 Basic knowledge of the foundations of mathematics( including logic, set theory among others) and algebra, enabling them to develop and write mathematical proofs.EM 3 Basic knowledge of linear and abstract algebra.ME 3 Basic knowledge of linear and abstract algebra.EM 4 Basic knowledge of geometry and number theory.ME 4 Basic knowledge of geometry and number theory.ME 5 Ability to apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.ME 6 Ability to apply the concepts and practices of data analysis, statistics, and probability to design experiments; collect, analyze, and interpret data. ME 7 Basic knowledge of the historical development of the key strands of mathematics such as number systems, algebra, geometry, calculus, discrete mathematics, and statistics including the past and present contributions from diverse cultures to these developments. EM = Mathematics Education Current Program
2 ME = Mathematics Education Proposed Program
Professional and Pedagogical KnowledgeWith respect to Professional and Pedagogical Knowledge, Graduates of the Current Mathematics Education program are expected to demonstrate:With respect to Professional and Pedagogical Knowledge, Graduates of the Proposed Mathematics Education program will be expected to demonstrate: ME 8 Basic pedagogical knowledge and methodology for classroom mathematics instruction ME 9 Knowledge of both classroom technology and mathematics specific technology including how to use these to facilitate and enhance learning mathematics.EM 10 The ability to apply mathematics to formulate and solve mathematics problems and present their work clearly.ME 10 Classroom communication skills to demonstrate the utility of mathematics to formulate and solve problems in the appropriate abstract setting as well as to convey the power of mathematical reasoning beyond its utility and precision.EM 12 The ability to provide effective learning experiences for secondary school students. ME 11 Pedagogical skills to create and deliver learning experiences that help all students learn.ME 12 Skills in the assessment of student mathematical learning for formative and evaluative purposesEM 8 Ability to control groups of students.ME 13 Skills in creating and maintaining a classroom community characterized by a mutual respect that is conducive to inquiry and learning.
Professional Skills and DispositionWith respect to Professional Disposition, Graduates of the Current Mathematics Education program are expected to demonstrate:With respect to Professional Disposition, Graduates of the Proposed Mathematics Education program will be expected to demonstrate: EM 7 Adherence to ethical standards in their studies and in their professional endeavors. ME 14 Professional and ethical behavior while teaching and carrying out other duties particularly with respect to fairness and equity.ME 15 Concern for student well-being as well as for learning mathematics.EM 14 A solid formation in general education courses. ME 16 Sensitivity to the diversity in culture, religion, interests, and all its manifestations among students especially those that affect learning.EM 13 A solid base and an integral education that allows them to perform as mathematics teachers in either middle school or high school or to continue graduate studies.ME 17 Reflective habit and commitment to personal professional development focused on improving student learning
EM 6 Ability to interact adequately in a school environment.
EM 9 Ability to work in a group with other teachers.
EM 11 Ability to work in a group with people from other professional areas during the process of solving a problem. In addition, the self-confidence to take the initiative, make decisions and to contribute new ideas.ME 18 The constructive disposition to work with students, colleagues, parents, and the community to address and resolve issues that affect student learning both in mathematics and in their general formation
Profile of graduates from the program
Graduates of the revised Mathematics Education program will:
P 1 know, understand, and apply the process of mathematical problem solving. They will be able to apply and adapt a variety of appropriate strategies to solve problems that arise in mathematics and in other contexts that involve mathematics. They will be able to help students build mathematical knowledge through problem solving and reflection on the process of mathematical problem solving.
P 2 be able to reason, construct, and evaluate mathematical arguments demonstrating an appreciation for mathematical rigor and inquiry. They will be able to convey that reasoning and proof are fundamental aspects of mathematics to students making and investigating mathematical conjectures.
P 3 communicate their mathematical thinking coherently and clearly to peers, faculty, and others using correct mathematical vocabulary and notation. They will be able to analyze and evaluate the mathematical thinking of students and guide them to communicate that thinking in precise mathematical terms.
P 4 recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding. They will be able to demonstrate how mathematical ideas interconnect and build on one another.
P 5 use multiple representations to model and interpret the mathematics in physical, social, and other situations in a way that develops student mathematical understanding. They will be able to choose between verbal, numerical, algebraic, graphical, and other representations and translate from one representation to another in order to solve problems.
P 6 use technologies such as spreadsheets, graphing tools, computer algebra systems, statistical packages, data-collection devices, and presentation software to teach and learn mathematics.
P 7 support learning mathematics with understanding for all students through attention to equity, knowledge and use of challenging curricula, and knowledge and use of formative assessment.
P 8 reflect on student learning in order to increase effectiveness in the classroom sharing teaching insights gleaned from this process as well as other aspects of professional development with colleagues.
P 9 demonstrate passion for the beauty and effectiveness of mathematics. Such passion for mathematics is essential to prepare good students and inspire them to pursue careers in mathematics, science, and technology.
Teaching Philosophy
Teachers can only teach what they know well. Lack of adequate preparation in mathematics is a widely documented problem that adversely affects teachers and students in Puerto Rico and the United States. The faculty of the UPRM Department of Mathematical Sciences established the mathematics education option in the 1980s to prepare more effective mathematics teachers to address this problem.
Despite the emphasis on learning the mathematics, a core tenet of the proposed revisions philosophy is that the mathematical knowledge required for teaching mathematics is different from the mathematical knowledge required to use mathematics in engineering, science, technology or in other professions. The ability to apply mathematics is necessary, but not sufficient to teach mathematics. Mathematics teachers must master basic concepts in a way that enables them to help others make sense of those concepts and the related procedures. They must become adept at using multiple representations to facilitate mathematical understanding, know how to connect mathematics to its applications and to other areas of knowledge, and be able to probe and provoke student depth of understanding. In addition, mathematics teachers must be able to present the same concept in more than one format and support learners in the process of developing alternate explanations. Mathematics teachers need to be able to explain clearly, set up good problems, connect them to alternate models, prepare didactic materials, and detect and correct incomplete understanding.
CURRICULAR DESIGN
Mathematics Courses in the Curriculum
COMP 3010. INTRODUCTION TO COMPUTERS I. Three credit hours. Two hours of lecture and one two hour laboratory per week. Prerequisite: MATE 3171 or MATE 3005 or MATE 3143. (Core)
Fundamental concepts of procedural programming. Topics include data types, control structures, functions, arrays, files, and the experience of running, testing, and debugging programs.
MATE 3020. INTRODUCTION TO THE FOUNDATIONS OF MATHEMATICS. Three credit hours. Three hours of lectures per week. Prerequisite: MATE 3031 or MATE 3183 or MATE 3144 or authorization of the Director of the Department. (Core)
An introductory course in set theory and logic. Topics include the propositional calculus and set algebra, finite and infinite sets, well-ordered sets, transfinite arithmetic, Peano's axioms, and development of the real number system.
MATE 3030. INTRODUCTION TO GEOMETRY. Three credit hours. Three hours of lecture per week. Prerequisite: MATE 3032 or MATE 3184. (Mathematics Education)
Brief review of Euclidean geometry, geometric constructions, similarity of figures, geometry of the triangle and of the circle, foundations of axiomatic geometry, and elements of non-Euclidean geometry.
MATE 3031. CALCULUS I. Four credit hours. Four hours of lecture per week. Prerequisite: MATE 3005 or 3143 or MATE 3172 or MATE 3174. (Core)
Elementary differential and integral calculus of one real variable with applications.
MATE 3032. CALCULUS II. Four credit hours. Four hours of lecture per week. Prerequisite: MATE 3031. (Core)
Integration techniques, infinite series, vectors, polar coordinates, vector functions, and quadric surfaces.
MATE 3040. THEORY OF NUMBERS. Three credit hours. Three hours of lecture per week. Prerequisite: MATE 3032 or MATE 3184. (Mathematics Education)
Divisibility, number systems, Euclid's algorithm, factorization, the distribution of primes, perfect numbers and related topics, Euler's function, indeterminate problems, diophantine problems, and congruences.
MATE 3063. CALCULUS III. Three credit hours. Three hours of lecture per week. Pre-requisite: MATE 3032 or MATE 3184. (Core)
Differential and integral calculus of several variables with applications, and an introduction to differential equations with applications.
MATE 3181. DISCRETE MATHEMATICS I. Three credit hours. Three hours of lecture per week. Prerequisites : MATE 3031. (Mathematics Education)
Sets, relations and notation; algorithms; logic; graphs; trees.
MATE 4008. INTRODUCTION TO ALGEBRAIC STRUCTURES. Three credit hours. Three lectures per week. Prerequisite: MATE 3020. (Core)
Introduction to algebraic systems; sets, semigroups, groups, rings, fields.
MATE 4023. MATHEMATICS TEACHING AND LEARNING RESOURCES. Three credit hours. Three hours of lecture per week. Prerequisite: MATE 3020.
Resources for mathematics learning activities. Selecting, adapting, and analyzing classroom activities in terms of student learning. Developing effective activities for teaching mathematics at the intermediate and secondary levels.
MATE 4024. THE TEACHING OF MATHEMATICS USING TECHNOLOGY. Two credit hours. Two hours of lecture per week. Prerequisite: EDPE 3129 y MATE 4023.
Use and impact of technology in secondary mathematics curriculum. Various technologies including graphing calculators, spreadsheets, dynamic geometry software and the Internet will be used to explore secondary school mathematical concepts from the teaching and learning viewpoint.
MATE 4031. INTRODUCTION TO LINEAR ALGEBRA. Three credit hours. Three hours of lecture per week. Prerequisite: MATE 3032. (Core)
Euclidean vector spaces, matrices and linear equations, spectral decomposition of normal operators.
MATE 4120. HISTORY OF MATHEMATICS. Three credit hours. Three hours of lecture per week. Prerequisite: MATE 3032. (Mathematics Education)
A survey of the historical development of the elementary branches of Mathematics.
ESMA 3016. STATISTICAL DATA ANALYSIS. Three credit hours. Two hours of lecture and one two-hour laboratory per week. Pre-requisite: (MATE 3031 or MATE 3144) and COMP 3010. (Core)
Statistical data analysis including descriptive and inferential statistics and exploratory data analysis.
Pedagogical Courses in the Curriculum
EDFU 3001-3002. HUMAN GROWTH AND DEVELOPMENT I AND II. Six credits. Three hours of lecture per week each semester.
The first semester will be devoted to an inquiry on the nature of psychology as background for a better understanding of the educational process. The growth and development of children and adolescents will be examined as well as the natural and environmental forces which influence the development of a well balanced personality.
The second semester, the student will analyze the psychological principles which underlie the teaching-learning process and the individual and social conditions which act upon it. Analysis of the process of evaluation and the principles underlying the creation of educational testing and grading.
EDFU 3007. SOCIAL FOUNDATIONS OF EDUCATION. Three credits. Three hours of lecture per week.
Analysis of the basic social science principles in terms of the educational process. Study and discussion of the social problems that have conditioned the development of education in Puerto Rico.
EDFU 4019. PHILOSOPHICAL FOUNDATIONS OF EDUCATION. Three credits. Three hours of lecture per week.
Study of philosophic theory and its relation to pedagogical practice. Presentation of major problems that have been caused by conflicting educational philosophies in terms of their historical development and their present day impact. The course emphasizes and clarifies the role of the teacher in regard to educational goals, curriculum programs, and evaluation. Basic philosophical problems such as the meaning of truth and knowledge; the relation between knowledge and action; the nature of beauty, truth, happiness; and their educational implications are analyzed. The course also endeavors to promote an understanding of the way in which the development of the scientific method, the progress of democracy, changes in social and economic institutions, and the advance of human knowledge demand changes in philosophical attitudes as well as in all educational practice.
EDPE 3129. THE USE OF MICROCOMPUTERS IN THE CLASSROOM. Three credits. Three hours of lecture per week.
Introductory courses on the role of microcomputers in the classroom. Special emphasis will be given to the use of Microcomputers in the school setting, resources that are available to the classroom teacher and how to integrate computers to teaching. Workshop experiences and special assignments will complement class discussions.
EDES 4006. NATURE AND NEEDS OF EXCEPTIONAL LEARNERS. Three credits. Three hours of lecture per week.
This course offers a overview of the psychological and educational needs of exceptional learners. It provides the experiences and knowledge necessary for the design and implementation of curricular programs, special teaching techniques, and strategies appropriate for exceptional learners. Laboratory and field experiences will be an integrate part of the course.
EDPE 4145. THEORY METHODOLOGY TEACHING MATHEMATICS SECONDARY SCHOOL. Three credit hours. Three hours of lecture per week.
Theoretical and practical approach to the teaching-learning process. All aspects related to the teaching of Mathematics in Secondary School are Studied: Planning, Innovative Education and Curriculum Analysis; Basic Content in this area of Specialization, Preparation, Adaptation and Utilization of Resources; Methodology, Teaching Techniques and Strategies; Fundamentals of Measurement and Evaluation. These contents are integrated on a Practical Basis. All students must complete at least 15 hours of laboratory experiences in public or private schools. These experiences will enable students to develop critical, dynamic and creative attitudes toward Puerto Rican Educational problems.
EDPE 4146. STUDENT TEACHING OF MATHEMATICS IN SECONDARY SCHOOL. Six credits. Twenty hours of practice per week.
The course requires that teacher candidates lead the process of learning and teaching in a public or private; that they participate in school activities and attend seminars offered at the University of Puerto Rico. Through these experiences teacher candidates are equipped with theories, practical techniques and methods to develop their knowledge, skills and attitudes that contribute to improvements in practicum. In addition, we discuss and analyze current topics in the field of study or situations that arise during their practicum. A University professor, a cooperating teacher and the school principal supervise the teacher candidate. The teacher candidate attends four hours daily to the school or the seminar at the University as scheduled in the semester calendar.
Science requirements
Whereas the existing program requires 18 credits in general physics and general chemistry, the proposed revision requires 8 credit hours in selected introductory physics, chemistry, and geology courses. This 8 credit requirement includes at least two credits of laboratory work.
Science Requirements for Mathematics Education
Current Program vs. Proposed Program
Current Progam
All courses listed belowProposed Program
Any combination of at least 8 credits that includes two credit hours of science laboratory work selected among the following courses. Code Course Title CreditsCode Course Title Credits FISI 3171Physics I4FISI 3171Physics I
4FISI 3172Physics II4FISI 3172Physics II4FISI 3173Laboratory of General Physics I1FISI 3173Laboratory of General Physics I1 FISI 3174Laboratory of General Physics II1FISI 3174Laboratory of General Physics II1QUIM 3131General Chemistry I3QUIM 3131General Chemistry I 3QUIM 3132General Chemistry II3QUIM 3132General Chemistry II3QUIM 3133General Chemistry
Lab I1QUIM 3133General Chemistry
Lab I1QUIM 3134General Chemistry
Lab II1QUIM 3134General Chemistry
Lab II 1FISI 3151Modern College Physics I3FISI 3152Modern College Physics II3FISI 3153Modern College Physics Laboratory II1FISI 3154Modern College Physics Laboratory II1GEOL 3025Earth Sciences3GEOL 3026History of Life3GEOL 3047Introductory Geology Laboratory1GEOL 3055Morphological and Optical Cristallography 3GEOL 4017Elementary Geomorpholoy3Total18Total8
Model course schedule
The model course schedule for the current program and proposed programs are shown side by side on the following page.
Current Program Total credits: 139Proposed Program Total credits: 139FIRST YEARFIRST YEARCOURSECrdsCOURSECrdsCOURSECrdsCOURSECrdsMATE 30055MATE 3031 *4MATE 30055MATE 3031 *4QUIM 31313QUIM 31323EDFU 30013EDFU 30023QUIM 31331QUIM 31341CIBI 3031 3CIBI 3032 3CIBI 30313CIBI 30323ESPA 31013ESPA 31023ESPA 31013ESPA 31023INGL 31013INGL 31023INGL 3---3INGL 3---3Total credits17Total credits16EDFI ----1Total credits18Total credits18SECOND YEARSECOND YEARCOURSECrdsCOURSECrdsCOURSECrdsCOURSECrdsMATE 3032 *4MATE 3030 *3MATE 3032 *4MATE 3063 *3MATE 3020 *3MATE 3063 *3MATE 3020 *3MATE 3030 *3COMP 3010* 3MATE 4031 *3Science Requirement4ESMA 3016 *3ESPA 3---3ESPA 3---3ESPA ----3Science Requirement4INGL 3---3INGL 3---3HIST 3214 or
HIST 32423ESPA---3EDFI ----1EDFU 30073EDFI ----1EDFI ----1Total credits17Total credits 18Total credits18Total credits17THIRD YEARTHIRD YEARCOURSECrdsCOURSECrdsCOURSECrdsCOURSECrdsMATE 4009 *3ESMA 4001 *3MATE 4031 *3MATE 4008 *3MATE 4008 *3MATE 3040 *3MATE 3040 *3MATE 3181 *3FISI 31714FISI 31724COMP 3010 *3EDFU 4019 3FISI 31731FISI 31741EDFU 30073EDPE 3129 *3HIST 3241 or
HIST 32423HIST 3111 or
HIST 31123HIST 3111 or HIST 31123INGL 3--- 3EDFU 30013EDFU 30023INGL 3---3Free Elective 3Total credits17Total credits17Total credits18Total credits18FOURTH YEARFOURTH YEARCOURSECrdsCOURSECrdsCOURSECrdsCOURSECrdsMATE 4023 *3MATE 4050 *1EDPE 41453EDPE 41466EDFU 40193EDPE 41466MATE 4023 *3MATE 4024 *2EDPE 41453HUMA 3112 3MATE 4120 *3HUMA 31123HUMA 31113Free Elective**3HUMA 31113Free Elective 3Free Elective **3Free Elective**3EDES 40063Free Elective 3Free Elective **3Free Elective 3Total credits18Total credits16Total credits18Total credits17* Specialization Course (courses from which major GPA will be calculated)
Curricular Coherence
In alignment with the UPRM curricular framework for Teacher Preparation, the objective of the proposed Mathematics Education program revision is to produce teaching professionals with the following ten proficiencies:
Possess strong mathematical content knowledge
Possess pedagogical content knowledge
Possess knowledge of human development and learning
Exhibit comprehensive formation , communication and leadership skills
Assess student learning effectively
Demonstrate caring disposition
Demonstrate sensitivity to diversity
Demonstrate community building skills
Demonstrate reflective practice
Demonstrate critical thinking skills
The development of strong mathematical content knowledge is supported by 38 credits in mathematics beyond precalculus with 26 credits in core mathematics courses required for all mathematics majors at UPRM and 12 credits in mathematics content courses that meet specific National Council of Teachers of Mathematics content standards.
Core Mathematics Courses (26 Credits)
CodeCourse TitleCreditsPrerequisiteMATE 3031Calculus I4MATE 3172or
MATE 3005MATE 3032Calculus II4MATE 3031MATE 3063Calculus III3MATE 3032MATE 3020Introduction to the Foundations of Mathematics 3MATE 3031COMP 3010Introduction to Computer Programming I3MATE 3171 or
MATE 3005MATE 4031Introduction to Linear Algebra3MATE 3032MATE 4008Introduction to Algebraic Structures3MATE 3020ESMA 3016 Statistical Data Analysis3MATE 3031
Mathematics Education Option Mathematics Courses (12 Credits)
CodeCourse TitleCreditsPrerequisiteMATE 3030Introduction to Geometry3MATE 3032MATE 3040Theory of Numbers3MATE 3032MATE 3181Discrete Mathematics I3MATE 3031MATE 4120History of Mathematics3MATE 3032
Further details of the alignment between required courses and candidate proficiencies are shown in Appendix I.
In addition to coursework, candidate ability to use student learning assessment is evaluated in the six or more classroom observations and in the Teacher Candidate Work Sample during teaching practice. See the Mathematics Classroom Observation Form, the Teacher Candidate Work Sample Instruction Manual, and the Electronic Portfolio evaluation rubric for details.
The demonstration of caring disposition is addressed by a specific section of the classroom observation form. The demonstration of sensitivity to diversity is a key part of the field experience in EDES 4006, Nature and Needs of the Exceptional Child. This aspect of candidate disposition is also evaluated in the six or more classroom visits and the Teacher Candidate Work Sample during teaching practice.
The demonstration of community building skills, reflective practice, and critical thinking skills are each addressed by specific sections of the classroom observation form used in the teaching practice course. The community building skills are critical to creating and sustaining a secure classroom environment that supports learning. The demonstration of reflective practice, the habit of reviewing the effectiveness of classroom activities in terms of measured student learning, was an important motivation for UPRM adoption of a Teacher Candidate Work Sample requirement. The development of the critical thinking skills for instruction decisions is addressed by a section of the classroom observation form. The development of critical thinking skills is one of the underlying themes expected from all required undergraduate courses in the College of Arts & Sciences at UPRM.
Candidate comprehensive formation and the development of communication, and leadership skills are addressed by the broad array of undergraduate courses (69 credits) required by the College of Arts & Sciences at UPRM and shown in the table above. Within these courses, communication skills are supported by 12 credits in English and 12 credits in Spanish. UPRM requires all teacher preparation students to take a Writing Skills and Dispositions test early in their career. Students who perform poorly on the test are advised to take additional courses in composition, to work with the campus Writing Center, and/or to consult with their academic counselors to consider other programs.
There is also internal coherence between the curriculum and the stated learning objectives of the program. Each required content and pedagogy course responds to one or more learning objective and each learning objective is supported by one or more required courses. See table in the Appendix II matching the program learning objectives to required mathematics and pedagogy courses.
Instructional Methodologies
Both the current and revised curriculum allow for the use of multiple instructional methodologies and strategies such as the traditional lecture, integration of technology in learning, student to student learning ,activation of prior learning, conceptual maps, discussions, cooperative learning exercises, group work, classroom presentations and demonstrations, among others.
Learning Outcomes Assessment Plan
The content knowledge learning objectives of the program are assessed by tracking the candidates' grades in both the Mathematics and Mathematics Education Core Courses. The three undergraduate programs in the Department of Mathematical Sciences, namely Computer Science, Mathematics Education, and Pure Mathematics require a grade of C or better in every Mathematical Sciences course. An additional assessment instrument for the content knowledge objectives for mathematics education students is the PCMAS Mathematics Specialization Test.
The program will continue to use the same instruments as the PPMES to assess how well candidates meet the pedagogical knowledge and the professional disposition learning objectives. These instruments are the Writing and Dispositions Essay, the Teacher Candidate Work Sample (TCWS) assessment, the Unit Planning assessment, the Student Teaching classroom observation form, and the results of the PCMAS Basic Battery Test.
The Writing and Dispositions Essay is administered during the first semester of the teacher candidate's second year. The essay is used to assess the candidate's command of written Spanish and disposition to be a teacher. The results of the Writing and Dispositions Essay are used to counsel and advise candidates. Candidates whose essays are rated not satisfactory are advised to take additional communications courses and to use the tutoring services offered by the Editing and Writing Center in the Department of Hispanic Studies. Candidates whose dispositions and attitudes are judged inadequate for the teaching profession are provided information and recommendations regarding other academic programs and careers.
The Teacher Candidate Work Sample guides candidates through a thorough documentation of their passage through the key steps in the thinking/learning process, deepening their student experience and enabling them to become self-directed teaching professionals. The Unit planning assessment is embedded in the TCWS. In the TCWS Contextual Factors section, the candidate documents use of information about the learning teaching context and student differences to set learning goals and plan instruction and assessment. In on the Learning Goals section, the teacher candidate documents setting significant, challenging, varied, and appropriate learning goals. In the Instructional Design section, the candidate documents instruction design for specific learning goals and student characteristics and needs within the learning context of a classroom. Finally the Unit Planning assessment includes an Instructional Decision-Making section in which the candidate documents regular and systematic evaluations of student learning and reasoning for subsequent instructional decisions.
The TCWS includes an Assessment Plan in which the teacher candidate documents the use of multiple assessment modes and approaches in line with the learning goals to assess student learning before, during and after instruction. It also includes an Analysis of Student Learning section in which the candidate collects, documents, and uses assessment data to profile student learning and communicate information about student progress and achievement. Finally the TCWS includes a Self Evaluation Reflection section in which the candidate reflects on his or her instruction and student learning in order to improve teaching practice.
An extensive student teaching classroom observation protocol addresses candidate performance aligned with the UPRM conceptual framework for teacher preparation. Special items in the protocol were added by mathematics candidate supervisors to address specific mathematics learning concerns such as mathematical connections, use of precise vocabulary, correct symbol usage, and multiple forms of representation.
Course Syllabus
(see appendices)
ADMISSION, REGISTRATION AND GRADUATION
The Minimal Index for Admission (IGS) for the revised Mathematics Education program will be the same as the index for the Pure Mathematics and Computer Science programs offered by the Department of Mathematical Sciences. No significant change in the enrollment projection for the program is expected. The total number of credits in the program remains unchanged (139 credits). Graduation requirements regarding transfers, repetition of courses, residence and minimum GPA are governed by the current UPRM policy stated on page 73 of the Undergraduate Catalogue to comply with current standards for teacher certification in Puerto Rico, a minimum general GPA and major GPA of 2.5 will be required to all Math Education program graduates.
Faculty Profile
NameSpecialty AreaInstitutionRankType of PositionDegree-YearYears of ExperienceCourses to teachExpected Academic Load in creditsExpected Number of PreparationsEdgar AcuaLinear Models, Data Analysis and Computational StatisticsUniversity of RochesterProfessorPermanent19891862Carmen BellidoEducationUniversity of Puerto RicoAssociate ProfessorPermanent199711123Luis CceresLogic, Algebra, technology and Mathematics EducationUniversity of IowaProfessorPermanent19981562Wieslaw DziobiakAlgebra and LogicWroclaw UniversityProfessorPermanent198225123Edgardo LorenzoApplied Statistics and applications to Mathematics EducationWichita State UniversityAssociate ProfessorPermanent20026123Rafael MartnezGeometry Topology and Mathematics EducationMichigan State UniversityProfessorPermanent198324122Daniel McGeeMathematical Modeling, technology and Mathematics EducationUniversity of ArizonaProfessorPermanent19951261
Name
Specialty AreaInstitutionRankType of PositionDegree-YearYears of ExperienceCourses to teachExpected Academic Load in creditsExpected Number of PreparationsArturo PortnoyAnalysis, applied mathematics and mathematics educationRensselaer Polytechnic UniversityProfessorPermanent199711122Julio QuintanaApplied Statistics and Mathematics EducationUniversity of WalesProfessorPermanent19963562Hctor RosarioDiscrete Mathematics and Mathematics EducationColumbia UniversityAssociate ProfessorProbatory20034122Olgamary RiveraMathematics EducationVirginia Polytechnic Institute and State UniversityAssistant ProfessorProbatory20071123Pedro VsquezApplied Mathematics and Mathematics EducationThe George Washington UniversityProfessorPermanent199711123Keith WaylandNumber Theory, Combinatorics and Mathematics EducationLouisiana State UniversityProfessorPermanent197938122Table SEQ Table \* ARABIC 1: Faculty profile
During recent years, several professors from the Department of Mathematical Sciences have obtained external funding for a variety of projects related to the preparation of mathematics teachers. These projects have provided professional improvement for inservice and pre-service mathematics teachers, pre-college and college mathematics students, graduate assistantships, classroom equipment and innovative materials for teaching mathematics. The following table lists some externally funded projects led by members of the Department of Mathematical Sciences at UPRM that are in progress or were recently completed.
ResearcherName of the projectAgencyAmountPeriodJulio C. QuintanaCentro Comunitario para el Aprendizaje en Matemticas, Tecnologa, Ingls, Espaol (CCAMTIE)Departamento de Educacin de PR$240,8502003-2004Angel L. Cruz Proyecto Access 2003(Universidad Interamericana Bayamn)NASA MURED$100,0002003-2004Luis F. CceresCompetencia de Matemtica
Departamento de Educacin de PR$40,0002003-2004Luis F. CceresInstituto para el Fortalecimiento de la Enseanza de las Matemticas (IFEM)Departamento de Educacin de PR$112,8502003-2004Luis F. CceresHacia una Cultura Matemtica Departamento de Educacin de PR$135,0002003-2004Luis F. Cceres, PI y
Arturo Portnoy, Co-PIAlianza para el Fortalecimiento del Aprendizaje de las Ciencias y las Matemticas (AFAMaC)Departamento de Educacin de PR$6,906,8952004-2008Arturo Portnoy, PI y
Luis F. Cceres, Co-PIMathematical Re-Conceptions (REMA)Departamento de Educacin de PR$530,2502004-2005Angel L. Cruz Proyecto Access 2004 (Universidad Interamericana Bayamn)NASA MURED $100,0002004-2005Luis F. Cceres, PI y
Arturo Portnoy, Co-PIAprobacin de la propuesta Olimpiadas Matemticas de Puerto Rico Administracin Central de la UPR$28,0002005-2006Luis F. Cceres, PI y
Arturo Portnoy, Co-PICampamento de Verano para Nios Talentosos en MatemticasEpsilon Fund de la AMS$7,0002005-2006Edgar AcuaEquipment Acquisition for Improving Research in Computa-tional and Statistical Learning for Knowledge Discovery and Data Mining NSF$112,9522005-2008Luis F. Cceres, PI y
Arturo Portnoy, Co-PIRplica de AFAMaC para otros maestrosDepartamento de Educacin de PR$560,000mayo de 2006 a septiembre de 2006Ingls: Betsy Morales, Espaol: Miriam Gonzlez, Matemticas: Arturo Portnoy y Luis F. CceresEscuelas Superiores de Yauco: Maestros de excelencia en Ingls, Espaol y Matemticas, Presupuesto, Periodo: Coordinadores: Departamento de Educacin PR$131,800marzo-junio de 2006Luis Cceres, PI, Co-PI: Dmaris Santana y
Omar ColnPuerto Rico Experiences in Mathematics and Undergraduate Research PREMUR) at the University of Puerto Rico REU (Site Proposal to the National Security Agency)$93,000Verano 2007
ResearcherName of the projectAgencyAmountPeriodLuis F. Cceres, PI y
Arturo Portnoy, Co-PIAprobacin de la propuesta Olimpiadas Matemticas de Puerto Rico Administracin Central de la UPR$13,0002007Ingls: Betsy Morales, Espaol: Miriam Gonzlez, Matemticas: Arturo Portnoy y Luis F. CceresEscuelas superiores de Yauco: Maestros de excelencia en Ingls, Espaol y Matemticas, Presupuesto, Periodo:, Coordinadores: Departamento de Educacin de PR$98,000marzo-junio
de 2007Luis F. Cceres, PI y
Arturo Portnoy, Co-PICampamento de Verano para Nios Talentosos en MatemticasEpsilon Fund de la AMS$7,0002005-2006Edgar AcuaEquipment Acquisition for Improving Research in Computa-tional and Statistical Learning for Knowledge Discovery and Data Mining NSF$112,9522005-2008Luis F. Cceres, PI y
Arturo Portnoy, Co-PIRplica de AFAMaC para otros maestrosDepartamento de Educacin de PR$560,000mayo de 2006 a septiembre de 2006
Program Administration
The Chair of the Department of Mathematical Sciences is responsible for the current programs management. An assistant chair and an undergraduate program coordinator share responsibility for directing the Department and managing its programs. The UPRM Secondary Education Teacher Preparation Program (PPMES) offers education foundations and general pedagogy courses. The PPMES also coordinates the methodology and teaching practice courses for all the secondary education programs at UPRM other than Agricultural Education. With respect to the current Mathematics Education program, this means that PPMES is responsible for providing the education foundations courses, the general pedagogy courses and managing teacher candidate school placement; selecting and evaluating cooperating teachers, and recruiting and evaluating university supervisors for student teachers. No change in this shared responsibility for the Mathematics Education program is contemplated in this proposed revision.
Information Resources
UPRMs General Library adequately supports the bibliographic needs of the programs faculty and students. The General Library's electronic databases have made more journal articles of interest available and more readily accessible. In addition to the General Library's collection of books and journals in education, the CRUISE (Centro de Recursos Universitario de Investigacin y Servicios Educativos in Spanish - HYPERLINK "http://educon.uprm.edu/pccpe_cruise.html"http://educon.uprm.edu/pccpe_cruise.html) holds 1200 titles in Teaching Mathematics. Existing information technology resources adequately support the program needs. For a listing of education books and journals available in UPRM libraries see appendices. Further technological enhancements will be financed via external funds obtained through competitive grants.
Infrastructure for teaching, research and service:
The Department of Mathematical Sciences has continuously offered three undergraduate programs and three graduate programs while serving in excess of 7,000 students per semester from the general student body with its present infrastructure for teaching and research. This proposed revision does not present any significant new challenges in this regard.
Student support services
The Assistant Chair of the Department of Mathematical Sciences serves as academic counselor to the students in each of the programs administered by the department. A students affair officer from the UPRM Secondary Education Teacher Preparation Program provides counseling on the PPMES requirements.
Catalogue and Dissemination
The second paragraph of the description of the Department of Mathematical Sciences that appears in UPRME undergraduate catalogue should be revised from
Current version
Courses in Computers Science are frequently updated to keep pace with this rapidly changing field. Statistics is emerging as an important component of the Department and a growing number of courses in this field are also available.
Revised version
Courses in Computers Science are frequently updated to keep pace with this rapidly changing field. Statistics is emerging as an important component of the Department and a growing number of courses in this field are also available. The UPRM Teacher Preparation Program has been fully accredited by the National Council for Accreditation of Teacher Education. The Mathematics Education program has been nationally recognized by the National Council of Teachers of Mathematics.
Budget Plan
The implementation of the revised program will create no added operational costs for the Mathematical Sciences Department. A Mathematics Education program that is accredited by NCATE and fully recognized by the NCTM will, in fact, give the Mathematical Sciences Department a distinct competitive advantage in seeking external funds related to the preparation of highly qualified mathematics teachers. The Mathematical Sciences Department has been successful in obtaining external funds to support professional development of in-service mathematics teachers and to prepare materials for teaching mathematics.
In recent years, improving student learning achievement in mathematics has been identified in several national task force reports as a matter of high priority. See Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future from the Committee on Prospering in the Global Economy of the 21st Century (HYPERLINK "http://www.nap.edu/catalog.php?record_id=11463"http://www.nap.edu/catalog.php?record_id=11463); HYPERLINK "http://www.nap.edu/catalog.php?record_id=12999"Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5 from the United States National Academies Press (HYPERLINK "http://globalhighered.wordpress.com/2010/09/23/rising-above-the-gathering-storm-revisited-rapidly-approaching-category-5/"http://globalhighered.wordpress.com/2010/09/23/rising-above-the-gathering-storm-revisited-rapidly-approaching-category-5/); Before It's Too Late: A Report to the Nation from The National Commission on Mathematics and Science Teaching for the 21st Century. The political concern raised by these reports and others about the nation's declining ability to compete in the global economy is expected to generate new opportunities for working with the improvement of mathematics instruction at all levels.
Program Assessment Plan
To assess the effectiveness of the revised Mathematics Education program the Department of Mathematical Sciences will take into account:
The number of students admitted to the program. This will include and distinguish students admitted to the program as freshmen as well as transfer students within the UPRM campus and from the UPR system.
Longitudinal analysis of the total enrollment in the program, including retention and graduation rates.
Percent of students in the program completing the mathematical analysis sequence MATE 3031, MATE 3032, and MATE 3063 within two years of initial enrollment in MATE 3031.
Percent of students in the program approving MATE 3020 within a year of completing MATE 3063.
Proportion of students in the program taking the theory and methodology course, EDPE 4145, by the first semester of their fourth year in the program
Average time to complete the degree.
Percent of graduates approving the PCMAS Mathematics Specialization Test and the performance of UPRM Mathematics Education graduates on the test relative to the population tested.
Sufficiency of the installation and resources assigned to the program, such as, student support systems, and appropriate access to bibliographical and technological resources.
Learning outcomes assessment within the UPRM Teacher Preparation Program Assessment System (see HYPERLINK "http://sites.google.com/site/irncateuprm/uprm-institutional-report/standard-2-assessment-system-and-unit-evaluation"http://sites.google.com/site/irncateuprm/uprm-institutional-report/standard-2-assessment-system-and-unit-evaluation ). This includes program completer exit surveys and follow-up surveys of program graduates.
Faculty development of externally funded projects related to the teaching and learning of mathematics. The participation of Mathematics Education students in these projects and other projects to enhance the teaching and learning of mathematics in the community.
Development Plan
The recruitment of an additional faculty member with Mathematics Education background will be a high priority for the Department at its next opportunity to hire new or replacement faculty members
References
NCTM NCATE Mathematics Program Standards and Indicators for Secondary
Mathematics Specialists available at
HYPERLINK "http://www.nctm.org/uploadedFiles/Math_Standards/NCTMSECONStandards.pdf"http://www.nctm.org/uploadedFiles/Math_Standards/NCTMSECONStandards.pdf.
Model Standards in Mathematics for Beginning Teacher Licensing & Development:
A Resource for State Dialogue developed by the Interstate New Teacher Assessment and Support Consortium Mathematics Sub-Committee available at HYPERLINK "http://www.ccsso.org/content/pdfs/INTASCMathStandards.pdf"http://www.ccsso.org/content/pdfs/INTASCMathStandards.pdf.
In order to be certified to teach mathematics in Puerto Rico, program graduates must meet the requirements established by the Puerto Rico Department of Education that are in effect at the time certification is solicited. See HYPERLINK "http://de.gobierno.pr/tags/certificacion-de-maestros"http://de.gobierno.pr/tags/certificacion-de-maestros.
PAGE \* MERGEFORMAT 3
PAGE \* MERGEFORMAT 1
PAGE \* MERGEFORMAT 38
PAGE \* MERGEFORMAT 1
, - ͿͿwfw[w͑ͿhmHnHu j}hgUmHnHujhjKUmHnHuhjKmHnHuhjKmHnHtH u2jhjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHu$jhB<hjK0J UmHnHuhjKjhjKUh0h@CB*phh@CB*phz{|}~ V
o$
LM]234$a$gd4$a$gd0- . / 1 2 n o p źůӺ{aźůP jqhgUmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhmHnHu jwhgUmHnHujhjKUmHnHuhjKmHnHuhjKmHnHtH uhB<hjK0J mHnHu$jhB<hjK0J UmHnHu2jhjKhg>*B*UmHnHphu
4
5
6
P
Q
R
S
T
U
V
W
X
t
u
v
w
y
z
Ӱӥz`ӥ2jhjKhg>*B*UmHnHphuhmHnHu jkhgUmHnHujhjKUmHnHuhjKmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHu$jhB<hjK0J UmHnHuhjKmHnHtH u
^_`z{|}~·©©{{j·©P©2jhjKhg>*B*UmHnHphu j_hgUmHnHuhjKmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u$jhB<hjK0J UmHnHuhmHnHujhjKUmHnHu jehgUmHnHu
+,-.01MNOijklmnopqۻ̰̝zḭ̝ jShgUmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHu$jhB<hjK0J UmHnHuhmHnHu jYhgUmHnHujhjKUmHnHuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u!
!
"
#
źůӺ{aźůP jG hgUmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhmHnHu jMhgUmHnHujhjKUmHnHuhjKmHnHuhjKmHnHtH uhB<hjK0J mHnHu$jhB<hjK0J UmHnHu2jhjKhg>*B*UmHnHphu#
$
%
&
B
C
D
E
G
H
*+,FӰӥz`ӥ2j
hjKhg>*B*UmHnHphuhmHnHu jA
hgUmHnHujhjKUmHnHuhjKmHnHu2j hjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHu$jhB<hjK0J UmHnHuhjKmHnHtH uFGHIJKLMNjklmop·©©{{j·©P©2jhjKhg>*B*UmHnHphu j5hgUmHnHuhjKmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u$jhB<hjK0J UmHnHuhmHnHujhjKUmHnHu j;hgUmHnHu+,-GHIJKLMNOklmnpqۻ̰̝zḭ̝ j)hgUmHnHu2j
hjKhg>*B*UmHnHphuhjKmHnHu$jhB<hjK0J UmHnHuhmHnHu j/
hgUmHnHujhjKUmHnHuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u!:;<VWXZ[\]^_{|}~źůӺ{aźůP jhgUmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhmHnHu j#hgUmHnHujhjKUmHnHuhjKmHnHuhjKmHnHtH uhB<hjK0J mHnHu$jhB<hjK0J UmHnHu2jhjKhg>*B*UmHnHphu "#$%&'CDEFHI]^_Ӱӥz`Nӥ#hB<hjK0J OJQJmHnHu2jhjKhg>*B*UmHnHphuhmHnHu jhgUmHnHujhjKUmHnHuhjKmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHu$jhB<hjK0J UmHnHuhjKmHnHtH u%Lk2K x/f~+-;
&FgdA3
32_yz{}~շ{iXշ jhgUmHnHu#hB<hjK0J OJQJmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u$jhB<hjK0J UmHnHuhmHnHujhjKUmHnHu jhgUmHnHuhjKmHnHu)*+EFGIJKLMNjklmopźůӺ{aźůP jhgUmHnHu2jhjKhg>*B*UmHnHphuhjKmHnHuhmHnHu jhgUmHnHujhjKUmHnHuhjKmHnHuhjKmHnHtH uhB<hjK0J mHnHu$jhB<hjK0J UmHnHu2jhjKhg>*B*UmHnHphu "#HIJdӰӥz`ӥ2jvhjKhg>*B*UmHnHphuhmHnHu jhgUmHnHujhjKUmHnHuhjKmHnHu2j|hjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHu$jhB<hjK0J UmHnHuhjKmHnHtH udefhijklm·©©{{j·©P©2jjhjKhg>*B*UmHnHphu jhgUmHnHuhjKmHnHu2jphjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u$jhB<hjK0J UmHnHuhmHnHujhjKUmHnHu jhgUmHnHu+,-/01234PQRSUVklmۻ̰̝zḭ̝ jhgUmHnHu2jdhjKhg>*B*UmHnHphuhjKmHnHu$jhB<hjK0J UmHnHuhmHnHu jhgUmHnHujhjKUmHnHuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u!
()*DEFHIJźůӺ{aźůP jhgUmHnHu2jXhjKhg>*B*UmHnHphuhjKmHnHuhmHnHu jhgUmHnHujhjKUmHnHuhjKmHnHuhjKmHnHtH uhB<hjK0J mHnHu$jhB<hjK0J UmHnHu2j^hjKhg>*B*UmHnHphuJKLMijklnoӰӥz`ӥ2jLhjKhg>*B*UmHnHphuhmHnHu jhgUmHnHujhjKUmHnHuhjKmHnHu2jRhjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHu$jhB<hjK0J UmHnHuhjKmHnHtH u
'()*./UVWqrsuvwxyz·©©{{j·©P©2j@hjKhg>*B*UmHnHphu jhgUmHnHuhjKmHnHu2jFhjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u$jhB<hjK0J UmHnHuhmHnHujhjKUmHnHu jhgUmHnHu
()*,-./01MNۻ̰̝zḭ̝ j hgUmHnHu2j: hjKhg>*B*UmHnHphuhjKmHnHu$jhB<hjK0J UmHnHuhmHnHu jhgUmHnHujhjKUmHnHuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u!NOPRS^hijøßtӸӪkQӪ2j."hjKhg>*B*UmHnHphuhjKmHnHuhmHnHu j!hgUmHnHujhjKUmHnHuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH uhB<hjK0J mHnHsH
u$jhB<hjK0J UmHnHu2j4!hjKhg>*B*UmHnHphu#$%&*+CDE_`acdefgh·©©{{j·©P©2j"$hjKhg>*B*UmHnHphu j#hgUmHnHuhjKmHnHu2j(#hjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u$jhB<hjK0J UmHnHuhmHnHujhjKUmHnHu j"hgUmHnHu !=>ۻ̰̝zḭ̝ j%hgUmHnHu2j%hjKhg>*B*UmHnHphuhjKmHnHu$jhB<hjK0J UmHnHuhmHnHu j$hgUmHnHujhjKUmHnHuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u!>?@CD[\]wxy{|}~øíӸtktQtt2j'hjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHuhmHnHu j&hgUmHnHujhjKUmHnHuhjKmHnHuhjKmHnHtH uhB<hjK0J mHnHsH
u$jhB<hjK0J UmHnHu2j&hjKhg>*B*UmHnHphu
$%&()*+,.:;·©©{{j·b^WPh,h@Chh@Ch@CjhjKU j(hgUmHnHuhjKmHnHu2j
(hjKhg>*B*UmHnHphuhjKmHnHuhB<hjK0J mHnHuhjKmHnHtH u$jhB<hjK0J UmHnHuhmHnHujhjKUmHnHu j'hgUmHnHu;U\xyp\uvw I!J!!!!!!!"##O$o$$%%&&B'C'8(9(*ݧ蟛h*vh@C5OJQJh*vh@ChVh@C0J hA<jhA<Uh*vh@ChWYfOJQJhBAh@Ch@ChNmh@Ch*vh@CB*OJQJphhh@Ch*vh@COJQJh@COJQJhh@CaJheQh@C-;xy[\vw\I!T#U##$%
&FdxgdAgdWYf$d^a$gdvF$
&Fdxa$gdAgdBAgd`$d^a$gdvF^gdeQ$d^a$gdBA
&FgdA%%&&B'C'9(:((^+,,/-w-..h^hgdG$
&Fda$gdA$dx^a$gdvF$
&Fdxa$gdAd^gd
$d^a$gdvFgdG3
&FgdAgd#T$
&Fda$gdA$a$gd]1*;*=*b****p,,/-?-F-v-w-x-.....//////u00T112333`444444444445152567ȳ̞|̈h@CB*OJQJphh*vh@Ch*vh@CB*OJQJphhv*h@Ch*vh@C0J6OJQJ(h*vh@C6B*CJOJQJaJphKh@Chh@Choh@Chq8OJQJh*vh@COJQJh@COJQJh!nh@COJQJ0.//4415D9E9;;>?`???)@`@@@@EAFA*$$
&Fda$gdA$
&Fda$gdA$a$gdG3
&F gdA
&FgdA$d^a$gdvF788E9o;;n=+>J>Q>u>v>x>>>>>>??D?_?`?????(@)@_@`@@@@@@@DAEAFAAAAAADDEø}yh@Ch*vh@Cheh@COJQJheh@CB*OJQJphhh@CB*OJQJphhh@COJQJhh@COJQJh@CB*OJQJphhh@CB*OJQJphh*vh@CB*OJQJphh@COJQJh*vh@COJQJ/FAAAAAnCCDDJ:K;KKMLLLSM$
&Fda$gdA^gd4'$d^a$gdvFgdU$
&Fd^a$gdA$d`a$gd
$`a$gd4'
&F
gdA
&FgdAEEEEFFFHJJK:K;KKK5O6OBOpOOO3PQQ}S~SSTTT;T=TkTlTT[UU VKVYĽ嚽~Ĺkkk$h*vh@CB*OJQJ\aJph h*vh@C6B*OJQJphhvFh@COJQJhdYh@COJQJh*vh@C6OJQJh@COJQJh@Ch4'h@C)h*vh@C56B*OJQJ\]phh@CB*OJQJphh*vh@COJQJh*vh@CB*OJQJph'SMTM6OoOQQTkTlTZZ\\__aaaibbb$
&Fdxa$gdA
&FgdA*$gdOgdhgddEgdQ
&F
gdA$d^a$gdvF$a$gdbYYZZZZ-[[[\\\aaaaMdgddkeegMghhujjkk!k0kdllpnn[pppҷҪҏ҃ҏҏҷzzҏҏlh*vh@C5OJQJ\h@C6OJQJh*vh@COJQJ\h*vh@C5OJQJh@COJQJh*vh@Ch@C5KHOJQJ\h*vh@C6OJQJh*vh@CB*OJQJphh*vh@COJQJ$h*vh@CB*OJQJ\aJphh@CB*OJQJ\aJph%bb*cNcmcccccMdkeghdlpn[pMrsuxxx$d^a$gdvF$dx^a$gdvF$dx`a$gdvF$
&Fdxa$gdAppMrsrssuvvvvvvvvvvvxxyyy+yyy zzzz{zz{{{'{s{~{{{{{||||}}} }}}}}~~~~ϼϳڼڼh@Ch$Qh@COJQJh+h@COJQJh@COJQJh@C5OJQJh4'h@Ch*vh@C6OJQJh*vh@COJQJh*vh@C5OJQJh*vh@COJQJ\h*vh@C6OJQJ\9xxyyyy-yyy
z ||||} $IfgdWU0$If^`0gd$Q$dx^a$gdvF$d^a$gd:B.^gdG3$d^a$gdvF
&FgdA}} }}}}~HVkd^)$$Ifl0$ $
t644
layt$Q $IfgdWUVkd)$$Ifl0$ $
t644
layt$Q~~~4Vkd*$$Ifl0$ $
t644
layt$Q$0$If^`0a$gd$Q $IfgdWUVkd)$$Ifl0$ $
t644
layt$Q~ pqӂԂjk݃ރǄτބ()*<=u9:<=?@klnoƿưưh@CCJOJQJaJhJh@CCJH*OJQJaJhJh@CCJOJQJaJhJh@ChJh@C5CJOJQJaJhnZh@COJQJh@COJQJhLBOJQJh@Ch$Qh@COJQJ: HVkd*$$Ifl0$ $
t644
layt$QVkdl*$$Ifl0$ $
t644
layt$Q $IfgdWU Wp $IfgdWUVkd +$$Ifl0$ $
t644
layt$Q0$If^`0gd$Qpqw7Vkd+$$Ifl0$ $
t644
layt$Q0$If^`0gd$Q $IfgdWUVkdz+$$Ifl0$ $
t644
layt$QOӂVkd.,$$Ifl0$ $
t644
layt$Q0$If^`0gd$Q $IfgdWUӂԂۂ%jkq7Vkd,$$Ifl0$ $
t644
layt$Q0$If^`0gd$Q $IfgdWUVkd,$$Ifl0$ $
t644
layt$Qq݃ރ-q $IfgdWUVkd<-$$Ifl0$ $
t644
layt$Q0$If^`0gd$Q*<$$(($@&Ifa$gdWU$dx^a$gdtQVkd-$$Ifl0$ $
t644
layt$Q<=9
(($IfgdWURkd-$$Ifl4)n%E$
t
E$44
lap
ytWU9:imm(($If^`gdWU}kdh.$$Ifl4>0)Rn%)
t0E$44
laytWUolmՈֈHI !NOPQwxyߋNmАѐӐ3PБݒޒ)*12ʼ괰갠hJh@C5CJOJQJaJh@Ch@COJQJh@C0J.CJOJQJaJhJh@CCJaJ)jhJh@C0J.CJOJQJUaJhJh@ChJh@CCJOJQJaJ>Zkk(($If^`gdWU~kd,/$$Ifl40)Rn%)
t0E$44
laf4ytWU7lkk(($If^`gdWU~kd/$$Ifl40)Rn%)
t0E$44
laf4ytWUlmՈkk(($If^`gdWU~kd0$$Ifl40)Rn%)
t0E$44
laf4ytWUՈֈHs^(($If^`gdWU
(($IfgdWU~kd;1$$Ifl40)Rn%)
t0E$44
laf4ytWUHIJs^(($If^`gdWU
(($IfgdWU~kd1$$Ifl4}0)Rn%)
t0E$44
laf4ytWUs^(($If^`gdWU
(($IfgdWU~kd2$$Ifl430)Rn%)
t0E$44
laf4ytWU Nwb(($If^`gdWU ,$IfgdWU~kdJ3$$Ifl40)Rn%)
t0E$44
laf4ytWUNOPQxv$(($Ifa$gd|8
x^gd$Qkkd4$$Ifl4)n%E$
t0E$44
laf4ytWUxyww
(($IfgdXzkd4$$Ifl44G%$
t
0$44
laf4p
yt|8ud0$If^`0gd,A
(($Ifgd2|kd[5$$Ifl40G%HH
t0$44
laf4yt|8u`0(($If^`0gd2
(($Ifgd2|kd6$$Ifl40G%HH
t0$44
laf4yt|8mX0(($If^`0gd(($If^`gd2|kd6$$Ifl40G%HH
t0$44
laf4yt|8MmX0(($If^`0gd0(($If^`0gd2|kdB7$$Ifl40G%HH
t0$44
laf4yt|8mX0(($If^`0gd(($If^`gd2|kd7$$Ifl40G%HH
t0$44
laf4yt|8DАmX0(($If^`0gd(($If^`gd2|kdt8$$Ifl40G%HH
t0$44
laf4yt|8АѐҐӐ7Pkd9$$Ifl4h%$
t
$44
lap
yt|8$(($Ifa$gd),ekd
9$$Ifl40G%HH
t
$44
laf4p
yt|8vVݒu`K0(($If^`0gd(($If^`gd2|kd":$$Ifl40h%HH
t0$44
laf4yt|8
(($Ifgd2ݒޒߒ)u`0(($If^`0gd2
(($Ifgd2|kd:$$Ifl40h%HH
t0$44
laf4yt|8)*amX0(($If^`0gd(($If^`gd2|kd~;$$Ifl40h%HH
t0$44
laf4yt|8mXC0(($If^`0gd20(($If^`0gdJ(($If^`gd2|kd<$$Ifl40h%HH
t0$44
laf4yt|8Sa01mXXC6
(($Ifgd20(($If^`0gd2(($If^`gddY(($If^`gd2|kd<$$Ifl40h%HH
t0$44
laf4yt|8123Y!}ue`G$0dx7$8$H$^`0a$gd:B.gd($
^a$gdJ
&FgdAgdb&|kdW=$$Ifl40h%HH
t0$44
laf4yt|823YZԗ !˙ޙKVٝÞ
k89)*OPíĭ8
LNttihph@COJQJhy^h@COJQJ^Jhy^h@COJQJh{dh@ChnZh@Ch2h@C.h2h@C0J5CJKH OJQJ\^JaJh*vh@CB*OJQJphh*vh@Ch$ph@COJQJh*vh@C5OJQJh@COJQJhJh@Ch*vh@COJQJ)!"EFwxnoНѝMN$0^`0a$gd$0^`0a$gd1$0^`0a$gdN$0d^`0a$gd:B.gd(0dx7$8$H$^`0gd:B.$0^`0a$gdd*PQ¨/$d^a$gd:B.$dx^a$gd:B.gd+p
&FgdA
&FgdA$d^a$gd:B.$a$gdQ
&FgdA$a$gdPMVíĭY+,:;ɰ
ܱݱeM$d^`a$gd:B.$^`a$gd:B.$a$gd+pgd+p$d^a$gd:B.$dx^a$gd:B.MNݳ|p¶öw
~ɹ$^a$gd:B.gdk[
&FgdAgd~
x^gd]1d^gd:B.gd#i$d^a$gd:B.$dx^a$gd:B.gd+pNWгҳ¶ö̶
#z{*+,-Jbෳ~rhPhP5OJQJhPhPOJQJhPhP5CJOJQJaJhPOJQJh*vhPOJQJhPhPhLBhq8hy^h@C5OJQJ\h{dh@ChnZh@Ch@COJQJ\h@COJQJhy^h@COJQJhy^h@COJQJ\(Q|Oop
dx^gd:B.gd8d^gd:B.
$x^a$gd:B.
x`gd]1
x^gd]1$d^a$gd:B.$dx^a$gd:B.gdk[,-IJyb$<$Ifa$gdLB$a$gdPgdP
&FgdA^gdBA$d^a$gd:B.
x^gd]1bciw~nnnnnn$<$Ifa$gdLBkd=$$Ifl4 0&
t0%44
lazf4ytLBbc{}(4TUVWXb=>
1234?fgɺɺɺɺɛɐɐɐɛɐɐɛɅɅɅɅɅɐɅɐɐhPhLBOJQJhPhPOJQJhPhLBOJQJmH
PsH
PhPhP5OJQJmH
sH
hPhPOJQJmHsHhPhPOJQJmH
PsH
PhC5OJQJmH
PsH
PhPhP5OJQJmH
PsH
PhPhCOJQJ42""$<$Ifa$gdLBkd>$$Ifl4 ֈj"& 8@
t0%$44
lazf4ytLB$<$Ifa$gdLBkd?$$Ifl4ֈj"& 8@
t0%$44
lazf4p<ytLB$<$Ifa$gdLBkdA$$Ifl4 ֈj"& 8@
t0%$44
lazf4p<ytLB(*4TW$<$Ifa$gdLBWXkdBB$$Ifl4 ֈj"& 8@
t0%$44
lazf4p<ytLBXb$<$Ifa$gdLB$<$Ifa$gdLBkd}C$$Ifl4 ֈj"& 8@
t0%$44
lazf4p<ytLB$<$Ifa$gdLB$<$Ifa$gdLBkdD$$Ifl4 ֈj"& 8@
t0%$44
lazf4p<ytLB%;=$<$Ifa$gdLB$<$Ifa$gdLB=>kdE$$Ifl4 ֈj"& 8@
t0%$44
lazf4p<ytLB>H]ceo$<$Ifa$gdLB$<$Ifa$gdLBkd.G$$Ifl4 ֈj"& 8@
t0%$44
lazf4p<ytLB$<$Ifa$gdLB$<$Ifa$gdLBkdiH$$Ifl4 ֈj"& 8@
t0%$44
lazf4p<ytLB$<$Ifa$gdLB$<$Ifa$gdLBkdI$$Ifl4ֈj"& 8@
t0%44
lazf4p<ytLB
/1$<$Ifa$gdLB$<$Ifa$gdLB12kdJ$$Ifl4ֈj"& 8@
t0%44
lazf4p<ytLB2345?df$<$Ifa$gdLB$<$Ifa$gdLBfgkd8L$$Ifl4ֈj"& 8@
t0%44
lazf4p<ytLBghijt$<$Ifa$gdLB$<$Ifa$gdLBgjt
EFGHISmnyh{h@CCJOJQJaJhLBOJQJh*vh@COJQJh@COJQJh]1h@Chq8hq8hPhPhCOJQJhPhP5OJQJmH
PsH
PhLBhPOJQJhPhLBOJQJhPhPOJQJmH
PsH
PhPhPOJQJ+kdM$$Ifl4ֈj"& 8@
t0%44
lazf4p<ytLB$<$Ifa$gdLB$<$Ifa$gdLBkdN$$Ifl4ֈj"& 8@
t0%44
lazf4p<ytLB$<$Ifa$gdLB$<$Ifa$gdLBkdP$$Ifl4ֈj"& 8@
t0%44
lazf4p<ytLB
$<$Ifa$gdLB$<$Ifa$gdLB
kd`Q$$Ifl4]ֈj"& 8@
t0%44
lazf4p<ytLB
CE$<$Ifa$gdLB$<$Ifa$gdLBEFkdR$$Ifl4]ֈj"& 8@
t0%44
lazf4p<ytLBFGHISkm$<$Ifa$gdLB$<$Ifa$gdLBmnkdS$$Ifl4]ֈj"& 8@
t0%44
lazf4p<ytLBntw}H<$^a$gdPkd>U$$Ifl4 \j"&\
8,
t0%44
lazf4ytLB$<$Ifa$gdLBKL{
(($Ifgd$4>$(($Ifa$gdy
(($Ifgd]1d^gd:B.^gdBA
&FgdAgdq8gdP
JLz{|ʸqqbM(h'h@CCJOJQJ^JaJmH
sH
h'h@CCJOJQJaJ-h'h@CB*CJOJQJaJmH
phsH
$h'h@CCJOJQJaJmH
sH
*h'h@C5CJOJQJ\aJmH
sH
h*vh@C"hBAh@C5CJOJQJ\aJh{h@C"h{h@C5CJOJQJ\aJ"h{h@C5CJOJQJ\aJh{h@COJQJ{|sccc$(($Ifa$gdy
kd,V$$Ifl)F",0f#44
laytBAN>>>>>>$(($Ifa$gdy
kdV$$IflF", ļļ0f#44
lapļļytBA!+-.Ff_Ff[
(($Ifgdy
FfX$(($Ifa$gdy
!-.45789:CDEGab{ABM±±±±±l*h'h@C5CJOJQJ\aJmH
sH
%h'h@CB*CJOJQJaJphh*vh@C(h'h@CCJOJQJ^JaJmH
sH
h'h@CCJOJQJ^JaJh'h@CCJOJQJaJh@CCJOJQJaJ$h'h@CCJOJQJaJmH
sH
h@CCJOJQJaJmH
sH
*.8:DFGRT_ablnxz{Ff7fFfCc$(($Ifa$gdy
(($Ifgdy
$(($Ifa$gd4
(($Ifgd4Ff1l$(($Ifa$gdy
Ff+i$(($Ifa$gdy
(($Ifgdy
(($Ifgd4$(($Ifa$gd4'*9<=>?@A$(($Ifa$gd4Ff+o$(($Ifa$gdy
(($Ifgdy
$(($Ifa$gd4
(($Ifgd4ABNO[\c9kd%t$$IflF", ļļ0f#44
lapļļytBA$(($Ifa$gdy
Ff+rMNZ[\bcghno{|2CD]i|:;EGQRhG
CJOJQJ^JaJ hG
hG
CJOJQJ^JaJhq8CJOJQJ^JaJ h'h@CCJOJQJ^JaJ$h'h@CCJOJQJaJmH
sH
h*vh@C*h'h@C5CJOJQJ\aJmH
sH
h'h@CCJOJQJaJ3chotu|FfyFf
v
(($Ifgdy
$(($Ifa$gdy
35ACDNPZ\]gi}Ff)FfFf{
(($Ifgdy
$(($Ifa$gdy
FfFf
(($IfgdG
$(($Ifa$gdy
(($Ifgdy
%(7:;FGRFf
(($Ifgdy
$(($Ifa$gdy
$(($Ifa$gdy
RSZ_fkN>>>1
(($Ifgdy
$(($Ifa$gdy
kd$$IflF", ļļ0f#44
lapļļytBARSYZ^_efrswx~)*-.GQ_abc>?JL| h'hG
CJOJQJ^JaJ(h'h@CCJOJQJ^JaJmH
sH
hG
CJOJQJ^JaJ h'h@CCJOJQJ^JaJh'h@CCJOJQJaJ$h'h@CCJOJQJaJmH
sH
*h'h@C5CJOJQJ\aJmH
sH
h*vh@C0klsxFfǔ
(($Ifgdy
Ffӑ$(($Ifa$gdy
+-.8:DFGRT`bcFfʟ$(($Ifa$gd4
(($Ifgd4Ff!$(($Ifa$gdy
(($Ifgdy
Fftcpz|$(($Ifa$gdy
Ffs
(($IfgdG
(($Ifgdy
$(($Ifa$gd4
(($Ifgd4),;>?KLXFfm
(($Ifgdy
$(($Ifa$gdy
Ffg$(($Ifa$gdy
LXY_`deklqrxy}~
+,GHKWehi !ҿҿҿҰҿҿҿ谟谟谔谔谟谟(h'h@CCJOJQJ^JaJmH
sH
h'h@COJQJ h'h@CCJOJQJ^JaJh'h@CCJOJQJaJ$h'h@CCJOJQJaJmH
sH
*h'h@C5CJOJQJ\aJmH
sH
h*vh@Ch'h@C5CJOJQJaJ0XY`elqN>>>>$(($Ifa$gdy
kdg$$IflF", ļļ0f#44
lapļļytBAqry~FfRFf^$(($Ifa$gdy
(($Ifgdy
)+,68HJKUWfhiz|FfFf9$(($Ifa$gdy
(($Ifgdy
Ff$(($Ifa$gdy
FfFf
(($Ifgdy
$(($Ifa$gdy
!m]+On
&FxgdA$dx^a$gdBAgd.
&FgdA
H<^gd'Ff
(($Ifgdy
$(($Ifa$gdy
!%BCOTlmTKLMrswx{o{o{o_oXIh$4>h@CCJOJQJaJh$4>h@Ch$4>h@C5CJOJQJaJh$4>h@C5OJQJ"h$4>h@C5CJOJQJ\aJh}h@C5OJQJ\h@C5OJQJ\h/`h@COJQJh@Ch*vh@COJQJh*vh@C5OJQJh*vh@ChLBCJOJQJ^JaJ h|h@CCJOJQJ^JaJh@CCJOJQJ^JaJLMsxVukd$$Ifx\ $0!44
xaHyt$4>$($Ifa$gd.
x`gd$4>h^hgdm/!$d^a$gd:B.lukdu$$Ifx\ $0!44
xaHyt$4>$($Ifa$gd.
($Ifgd.
JKLMVWXab
!:;<=FGHJh@C5OJQJ\h$4>h@Ch@CCJOJQJaJh$4>h@CCJOJQJaJh$4>h@COJQJM||l|$($Ifa$gd.
($Ifgd.ukdH$$Ifx\ $0!44
xaHyt$4>KMW||l|$($Ifa$gd.
($Ifgd.ukd$$Ifx\ $0!44
xaHyt$4>WXb||l||$($Ifa$gd.
($Ifgd.ukd$$Ifx\ $0!44
xaHyt$4>||l|$($Ifa$gd.
($Ifgd.ukd$$Ifx\ $0!44
xaHyt$4> ||l|$($Ifa$gd.
($Ifgd.ukd$$Ifx\ $0!44
xaHyt$4>!;=G||l|$($Ifa$gd.
($Ifgd.ukdg$$Ifx\ $0!44
xaHyt$4>GHIJyyeUUUU$($Ifa$gd.x*$1$7$8$H$`gd$4>x*$1$7$8$H$gd?Iukd:$$Ifx\ $0!44
xaHyt$4>J )*+,567@AWXYZcdefhɹɲh@COJQJh*vh@COJQJh@Ch$4>h@COJQJh$4>h@CCJOJQJaJh$4>h@Ch$4>h@C5CJOJQJaJh$4>h@C5OJQJ"h$4>h@C5CJOJQJ\aJh}h@COJQJh}h@C5OJQJ\2_RRBR$($Ifa$gd.
($Ifgd.kd
$$Ifl\ #0
t0 44
la<yt$4>_RRBR$($Ifa$gd.
($Ifgd.kd$$Ifl\ #0
t0 44
la<yt$4> *,6_RRBR$($Ifa$gd.
($Ifgd.kd$$Ifl\ #0
t0 44
la<yt$4>67AXZd_RRBR$($Ifa$gd.
($Ifgd.kd($$Ifl\ #0
t0 44
la<yt$4>defhE_ZQB9B^gdBA$d^a$gd:B.h^hgdm/!gd?Ikd1$$Ifl\ #0
t0 44
la<yt$4>qDEKM{56STU !C")1NVZcnr濲vkh%h@COJQJh&1h@COJQJ^JhcD h@COJQJ^Jh"h@COJQJh"h@COJQJ^Jh@COJQJ^Jh)z|h@COJQJ^Jh)z|h@Ch:h@C(h$4>h@C6B*CJOJQJ^JphhjKh$4>h@Ch@COJQJh*vh@COJQJ*EFLMz{56TU
7$8$H$^gd$4>$d7$8$H$^a$gd:B.gd'
&FgdA
^gdjK
&FgdjKgd#D$d^a$gd:B.^gdBA"+,-.~?Jiz%&78_a<>?STghrABCʿhJ2h@COJQJh^h@COJQJh*vh@COJQJh*vh@Ch)z|h@COJQJhe}h@COJQJ^Jhe}h@Ch$4>h@ChG
OJQJh@COJQJh%h@COJQJ9yz&78_aBCTYht $Ifgd?$a$gdxIgdxI
&FgdAh^hgd)z|dh7$8$H$`gd$4>
&FgdA((gd$4>((^gd$4>$d((^a$gd:B.CRTst[\}~jkuvklvwpqsxzno¶£¶£¶£¶$h*vh@CCJOJQJaJmH
PsH
P$h5h@CCJOJQJaJmHsHh@CCJOJQJaJh*vh@CCJOJQJaJh*vh@Ch@C5CJOJQJaJh*vh@C5CJOJQJaJh@ChI:h@C8ty $Ifgd?kd:$$Ifl
V $n(h.b48
t4((((44
layt?
D\fpuxy{}$$Ifa$gdTQ $Ifgd5 $IfgdTQ$$Ifa$gdTQ
}~kd$$Iflf
V $n(h.b48
t4((((44
layt$4>~$$Ifa$gdTQ $Ifgd5 $IfgdTQ$$Ifa$gdTQ
kd$$Ifl0
V $n(h.b48
t4((((44
layt$4>$$Ifa$gdTQ $Ifgd$$Ifa$gdTQ
kd$$Ifl
V $n(h.b48
t4((((44
layt$4>$$Ifa$gdTQ $Ifgd$$Ifa$gdTQ
kd@$$IflZ
V $n(h.b48
t4((((44
layt$4>6IS]befhj$$Ifa$gdTQ $Ifgd $IfgdTQ$$Ifa$gdTQ
jkkd$$Ifl*
V $n(h.b48
t4((((44
layt$4>klmnopqrstu$$Ifa$gdTQ $Ifgd $IfgdTQ$$Ifa$gdTQ
uvkd$$Ifl
V $n(h.b48
t4((((44
layt$4>v$$Ifa$gdTQ $Ifgd $IfgdTQ$$Ifa$gdTQ
kd$$Ifl;
V $n(h.b48
t4((((44
layt$4>$$Ifa$gdTQ $Ifgd $IfgdTQ$$Ifa$gdTQ
kdD$$Ifl
V $n(h.b48
t4((((44
layt$4>'@T^cefik$$Ifa$gdTQ $Ifgd $IfgdTQ$$Ifa$gdTQ
klkd$$Ifl
V $n(h.b48
t4((((44
layt$4>lmnopqrstuv$$Ifa$gdTQ $Ifgd $IfgdTQ$$Ifa$gdTQ
vwkd$$Iflx
V $n(h.b48
t4((((44
layt$4>w$$<$@&Ifa$gdTQ$$Ifa$gdTQ $Ifgd $IfgdTQ$$Ifa$gdTQ
kd$$Ifl
V $n(h.b48
t4((((44
layt$4>9OYchklnp$$Ifa$gdTQ $Ifgd $IfgdTQ$$Ifa$gdTQ
pqkdH$$IflG
V $n(h.b48
t4((((44
layt$4>qrsxyz $Ifgd?kd $$Ifl
V $n(h.b48
t4((((44
layt?.f$$<$@&Ifa$gdWU$$Ifa$gdWU $IfgdWU$$Ifa$gdWU
kd$$Iflf
V $n(h.b48
t4((((44
layt?$$<$@&Ifa$gdTQ$$Ifa$gdTQ $Ifgd5 $IfgdTQ$$Ifa$gdTQ
kd$$IflX
V $n(h.b48
t4((((44
layt?,[o$$Ifa$gdTQ $Ifgd5 $IfgdTQ$$Ifa$gdTQ
kdR$$Ifl
V $n(h.b48
t4((((44
layt? !+,349:@AVWXYk
y
˸q^^$h*vh@CCJOJQJaJmH
sH
h*vh@C5CJOJQJaJh*vh@COJQJh5OJQJmHnHu jh*vhA<5OJQJUh*vh@C5OJQJ$h*vh@CCJOJQJaJmH
PsH
P$h5h@CCJOJQJaJmHsHh@CCJOJQJaJh*vh@CCJOJQJaJh*vh@C$ $$Ifa$gdTQ $Ifgd5$$Ifa$gdTQ
!kd$$Iflt
V $n(h.b48
t4((((44
layt?!"#$%&'()*+$$Ifa$gdTQ $Ifgd5$$Ifa$gdTQ
+,kd$$Ifl
V $n(h.b48
t4((((44
layt?,:h$$Ifa$gdTQ $Ifgd5 $IfgdTQ$$Ifa$gdTQ
kd$$Ifl
V $n(h.b48
t4((((44
layt?$$Ifa$gdTQ $Ifgd5 $IfgdTQ$$Ifa$gdTQ
kdV$$Ifl
V $n(h.b48
t4((((44
layt?!+03479
$$$Ifa$gdTQ$$<$@&Ifa$gdTQ$$Ifa$gdTQ $Ifgd5 $IfgdTQ$$Ifa$gdTQ
9:kd$$Ifl
V $n(h.b48
t4((((44
layt?:klm
$$&`#$/G$Ifa$gd?$d^a$gdWU$a$gd9'$a$gd9
y
jVVVV?$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?
jVVVV?$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?
$?_qr0Pcd
"
#
$
P
s
<}~ABMN:[cdʦʷʷ귦ݷʷ귦ʷʷ h*vh@COJQJ^JmH
sH
$h*vh@CCJOJQJaJmH
sH
$h*vh@CCJOJQJaJmH
PsH
Ph*vh@COJQJ^Jh*vh@Ch*vh@CCJOJQJaJ=$>?_gjV==VV$$$&`#$/If^a$gd?$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?gqrS?&$$$&`#$/If^a$gd?$&`#$/G$Ifgd?kd_$$IfFrZ Jz $ 088
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd??kd8$$IfFrZ Jz $ 088
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?0PYc$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?$$$&`#$/If^a$gd?cd{
jVV=VV$$$&`#$/If^a$gd?$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?
#
$
9
P
S??$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd?P
s
$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?$$&`#$/If^gd?
jVVVV?$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?&<~jVV=VV$$$&`#$/If^a$gd?$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?S??$&`#$/G$Ifgd?kdu$$IfFrZ Jz $ 088
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd?07A$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?$$$&`#$/If^a$gd?ABNjV=VV$$&`#$/If^a$gd?$&`#$/G$Ifgd?kdN$$IfFrZ Jz $ 088
t
6`0%44
Fayt?S??$&`#$/G$Ifgd?kd'$$IfFrZ Jz $ 088
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd?;[d$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?$&`#$/If^gd?cjV@VV$&`#$/If^gd?$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?Fs./OPWX]^<\yz
Ӗ̇wfYfh*vh@COJQJ^J h*vh@COJQJ^JmH
sH
h*vh@C5CJOJQJaJh*vh@COJQJmH
PsH
Ph*vh@C6CJOJQJaJ$h*vh@CCJOJQJaJmHsH$h*vh@CCJOJQJaJmH
PsH
Ph*vh@Ch*vh@CCJOJQJaJ$h*vh@CCJOJQJaJmH
sH
hG
h@CmH
PsH
P"S??$&`#$/G$Ifgd?kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd?Au}$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?$&`#$/If^gd?jeNNNNN$$&`#$/G$Ifa$gd?gd9kd$$IfFrZ Jz $ 088
t
6`0%44
Fayt?/PXjVV=VV$$$&`#$/If^a$gd?$&`#$/G$Ifgd?kd$$IfFr $$
8$
t
6`0%44
Fayt?X]^<S?)$&`#$/If^gd?$&`#$/G$Ifgd?kdr$$IfFr $$
8$
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd?<\dqyz?kdY$$IfFr $$
8$
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd? $$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?$$$&`#$/If^a$gd?
jV=VV$$&`#$/If^a$gd?$&`#$/G$Ifgd?kd@$$IfFr $$
8$
t
6`0%44
Fayt?
#+,MNOPgh(GHIT_`a~HĹעtmbZOOOhDh@COJQJh@CmH
sH
h]h@CmH
sH
h5h@Ch@CB*OJQJ\aJph$h*vh@CB*OJQJ\aJphh*vh@COJQJh@COJQJh*vh@COJQJmH
PsH
PhG
h@CmH
PsH
P$h*vh@CCJOJQJaJmH
PsH
Ph*vh@C$h*vh@CCJOJQJaJmH
sH
h*vh@CCJOJQJaJS??$&`#$/G$Ifgd?kd'$$IfFr $$
8$
t
6`0%44
Fayt?$$&`#$/G$Ifa$gd?#,N$$&`#$/G$Ifa$gd?$&`#$/G$Ifgd?$$&`#$/If^a$gd?NOPghHIje]TE:
x^gd?$d^a$gd:B.h^hgdT
&FgdAgd^8kd$$IfFr $$
8$
t
6`0%44
Fayt?I`a9RS 7!H!1"B"1$dx^a$gd:B.
1x`gd?
1dx^gdWU1xgdy
$d7$8$H$^a$gd:B. 7$8$H$gdh xgdWU$dxa$gd:B.
x^gdy
&FgdAHI45]^5;\`9R~ 7!H!1"B"$$ $!$zzgZh{h@CCJOJQJ%jh{h@C0J.OJQJUaJh{h@C6OJQJaJh{h@COJQJaJh4h@Ch{h@COJQJ^Jhb5bh@Ch{h@COJQJh@Ch]h@ChAh
h@C0J OJQJhA<jhA<Uh8
fh@COJQJh@COJQJhDh@COJQJ!B" $!$-$.$&+++',,\-.d../
&Fd*$7$8$H$gdA$
&Fd*$7$8$H$a$gdA$d7$8$H$^a$gd:B.gd$dxa$gd{ $xa$gd{
&FgdA
dx^gdWU$dx^a$gd:B.!$-$2'''''((J(K(N(O((((() )))* **8***+++ɶɨɛ}m}bVh@COJQJmH
sH
hb5bh@CmH
sH
h{h@CH*OJQJ\^Jh{h@COJQJ\^Jh{h@C>*OJQJ\^Jh{h@C0J OJQJh{h@C0J>*OJQJh{h@C0J OJQJaJhA<jhA<U!h{h@CB*OJQJaJph333h{h@C>*OJQJh{h@COJQJh]h@C+++,%,',W,g,i,y,,,,,,,,,,--<-F-Z-[-\-c.e....../////0!0"0.0/0;0V0l0~000000000c1d11111µ魩hh@C0J OJQJ^JhA<jhA<Uhwh@COJQJ^Jh@h@COJQJ^Jh]Hh@COJQJ^Jh(/h@COJQJ^Jh@COJQJ^Jhh@COJQJ^J<//052;3M3N3444f44*5+5y567,gdy
^gd/P`gd/P`gd?^`gd/P^gd:B.gdnf$d7$8$H$^a$gd:B.gd
&FgdA$
&Fd*$7$8$H$a$gdA14252:3;3M34444e4f44444'5(56 6N6O666666n7o7777777ʽʮʦʦʈvnjn]nvjhxEhjK0J OJQJhjKjhjKUhxEhjKOJQJhxEhjKjhxEhjK0J.Uh*vh@C0J OJQJhA<jhA<Uh@COJQJh*vh@Ch{dh@COJQJ^Jh*vh@COJQJh?h@Ch?h@COJQJ^Jh@h@COJQJ^Jh@COJQJ^J"7777777777888/80818N8O8P8l8m8n8o8p8^gd/P!!$a$gdf%77777777777
8888888+8,8-8.8081828I8J8L8M8O8P8Q8h8i8j8k8m8n8o8p8h*vh@COJQJhjKOJQJmHnHuhjKhOJQJmHnHuh*vhjKOJQJjh*vhjKOJQJUjhajUhaj'B
00P1h:pBA/ =!"#$8%Dp51h0:p?= /!"#$%21h:pt/ =!"#$%}DyK_Toc292199826}DyK_Toc292199826}DyK_Toc292199827}DyK_Toc292199827}DyK_Toc292199828}DyK_Toc292199828}DyK_Toc292199829}DyK_Toc292199829}DyK_Toc292199830}DyK_Toc292199830}DyK_Toc292199831}DyK_Toc292199831}DyK_Toc292199832}DyK_Toc292199832}DyK_Toc292199833}DyK_Toc292199833}DyK_Toc292199834}DyK_Toc292199834}DyK_Toc292199835}DyK_Toc292199835}DyK_Toc292199836}DyK_Toc292199836}DyK_Toc292199837}DyK_Toc292199837}DyK_Toc292199838}DyK_Toc292199838}DyK_Toc292199839}DyK_Toc292199839}DyK_Toc292199840}DyK_Toc292199840}DyK_Toc292199841}DyK_Toc292199841}DyK_Toc292199842}DyK_Toc292199842}DyK_Toc292199843}DyK_Toc292199843}DyK_Toc292199844}DyK_Toc292199844}DyK_Toc292199845}DyK_Toc292199845}DyK_Toc292199847}DyK_Toc292199847}DyK_Toc292199848}DyK_Toc292199848}DyK_Toc292199849}DyK_Toc292199849}DyK_Toc292199850}DyK_Toc292199850}DyK_Toc292199851}DyK_Toc292199851}DyK_Toc292199852}DyK_Toc292199852}DyK_Toc292199853}DyK_Toc292199853}DyK_Toc292199854}DyK_Toc292199854}DyK_Toc292199855}DyK_Toc292199855}DyK_Toc292199857}DyK_Toc292199857}DyK_Toc292199858}DyK_Toc292199858}DyK_Toc292199859}DyK_Toc292199859}DyK_Toc292199860}DyK_Toc292199860}DyK_Toc292199861}DyK_Toc292199861}DyK_Toc292199862}DyK_Toc292199862}DyK_Toc292199863}DyK_Toc292199863}DyK_Toc292199864}DyK_Toc292199864}DyK_Toc292199865}DyK_Toc292199865}DyK_Toc292199866}DyK_Toc292199866}DyK_Toc292199867}DyK_Toc292199867}DyK_Toc292199868}DyK_Toc292199868}DyK_Toc292199869}DyK_Toc292199869X$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$QX$$If!vh#v#v:Vl
t655ayt$Qv$$If!vh#vE$:Vl4
t
E$5E$/ap
ytWU$$If!vh#v)#v:Vl4>
t0E$5)5////
aytWU$$If!vh#v)#v:Vl4
t0E$5)5/// af4ytWU$$If!vh#v)#v:Vl4
t0E$5)5//af4ytWU$$If!vh#v)#v:Vl4
t0E$5)5//af4ytWU$$If!vh#v)#v:Vl4
t0E$5)5//af4ytWU$$If!vh#v)#v:Vl4}
t0E$5)5//af4ytWU$$If!vh#v)#v:Vl43
t0E$5)5///af4ytWU$$If!vh#v)#v:Vl4
t0E$5)5////af4ytWU$$If!vh#vE$:Vl4
t0E$5E$//
af4ytWU$$If!vh#v$:Vl44
t
0$5$/af4p
yt|8$$If!vh#vH:Vl4
t0$5H/// af4yt|8$$If!vh#vH:Vl4
t0$5H/// af4yt|8$$If!vh#vH:Vl4
t0$5H//af4yt|8$$If!vh#vH:Vl4
t0$5H//af4yt|8$$If!vh#vH:Vl4
t0$5H//af4yt|8$$If!vh#vH:Vl4
t0$5H//af4yt|8$$If!vh#vH:Vl4
t
$5H/ ///af4p
yt|8r$$If!vh#v$:Vl4
t
$5$/ap
yt|8$$If!vh#vH:Vl4
t0$5H////
af4yt|8$$If!vh#vH:Vl4
t0$5H/// af4yt|8$$If!vh#vH:Vl4
t0$5H//af4yt|8$$If!vh#vH:Vl4
t0$5H//af4yt|8$$If!vh#vH:Vl4
t0$5H/// af4yt|8$$If!vh#vH:Vl4
t0$5H///af4yt|8$$Ifz!vh#v#v:Vl4
t0%,55////azf4ytLB$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4ytLB9$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4p<ytLB9$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4p<ytLB9$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4p<ytLB9$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4p<ytLB9$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4p<ytLB9$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4p<ytLB9$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4p<ytLB9$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%$,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%+++,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%+++,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%+++,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%+++,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%+++,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4
t0%+++,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4]
t0%+++,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4]
t0%+++,55 5855@5///azf4p<ytLBH$$Ifz!vh#v#v #v8#v#v@#v:Vl4]
t0%+++,55 5855@5///azf4p<ytLB$$Ifz!vh#v\
#v8#v,#v:Vl4
t0%,5\
585,5////azf4ytLB$$If!vh#v#v#v,:Vl)0f#555,/////ytBA$$If!vh#v#v#v,:Vl ļļ0f#,,555,/pļļytBA$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,,, 555B5555t5B5 t/yt]1kdW$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kdZ$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl P0f#,, 555B5555t5B5 t/pPyt]1kd]$$Ifl W
D "BtBt P0f#$$$$44
lapPyt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kdIb$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kd=e$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kd1h$$Ifl W
D "BtBt0f#$$$$44
layt]1
$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,,,, 555B5555t5B5 t/yt]1kd%k$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,, 555B5555t5B5 t/yt
kd+n$$Ifl W
D "BtBt0f#$$$$44
layt
$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,,, 555B5555t5B5 t/yt]1kd%q$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!vh#v#v#v,:Vl ļļ0f#,555,/pļļytBA$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kdu$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,, 555B5555t5B5 t/yt]1kdx$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,, 555B5555t5B5 t/yt]1kdz$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl P0f#,,, 555B5555t5B5 t/pPyt]1kd}$$Ifl W
D "BtBt P0f#$$$$44
lapPyt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl P0f#,,,,, 555B5555t5B5 t/pPyt]1kdd$$Ifl W
D "BtBt P0f#$$$$44
lapPyt]1
$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,,,, 555B5555t5B5 t/yt]1kd܆$$Ifl W
D "BtBt0f#$$$$44
layt]1
$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,,,, 555B5555t5B5 t/yt]1kd$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kd$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!vh#v#v#v,:Vl ļļ0f#,,,555,/pļļytBA$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,, 555B5555t5B5 t/yt]1kdӐ$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kd͓$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl P0f#,, 555B5555t5B5 t/pPyt]1kd$$Ifl W
D "BtBt P0f#$$$$44
lapPyt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kd'$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl P0f#,, 555B5555t5B5 t/pPytSkkd$$Ifl W
D "BtBt P0f#$$$$44
lapPytSk$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kdy$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kdm$$Ifl W
D "BtBt0f#$$$$44
layt]1
$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,,,, 555B5555t5B5 t/yt]1kda$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!vh#v#v#v,:Vl ļļ0f#,,555,/pļļytBA$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,,,, 555B5555t5B5 t/yt]1kdX$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kdX$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl P0f#,, 555B5555t5B5 t/pPyt]1kdL$$Ifl W
D "BtBt P0f#$$$$44
lapPyt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl <0f#,, 555B5555t5B5 t/p<yt]1kd$$Ifl W
D "BtBt <0f#$$$$44
lap<yt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kd$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kd$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl0f#,, 555B5555t5B5 t/yt]1kd$$Ifl W
D "BtBt0f#$$$$44
layt]1$$If!v h#v#v#vB#v#v#v#vt#vB#v t:Vl)0f#,,,, 555B5555t5B5 t/yt]1kd$$Ifl) W
D "BtBt0f#$$$$44
layt]1$$IfH!vh#v0#v#v#v:Vx!,50555//
// ///4
xaHyt$4>$$IfH!vh#v0#v#v#v:Vx!50555///////4
xaHyt$4>$$IfH!vh#v0#v#v#v:Vx!50555///////4
xaHyt$4>$$IfH!vh#v0#v#v#v:Vx!50555///////4
xaHyt$4>$$IfH!vh#v0#v#v#v:Vx!50555///////4
xaHyt$4>$$IfH!vh#v0#v#v#v:Vx!50555///////4
xaHyt$4>$$IfH!vh#v0#v#v#v:Vx!50555///////4
xaHyt$4>$$IfH!vh#v0#v#v#v:Vx!50555///////4
xaHyt$4>$$IfH!vh#v0#v#v#v:Vx!50555///////4
xaHyt$4>$$If<!vh#v0#v#v#v:Vl
t0 ,50555//
// ///a<yt$4>$$If<!vh#v0#v#v#v:Vl
t0 ,50555///////a<yt$4>$$If<!vh#v0#v#v#v:Vl
t0 ,50555///////a<yt$4>$$If<!vh#v0#v#v#v:Vl
t0 ,50555///////a<yt$4>$$If<!vh#v0#v#v#v:Vl
t0 ,50555///////a<yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t4,
5555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vlf
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl0
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:VlZ
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl*
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl;
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vlx
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:VlG
t45555855555
/
yt$4>$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t4,
5555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vlf
t45555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:VlX
t45555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vlt
t45555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt?$$If!v
h#v#v#v#v8#v#v#v#v#v
:Vl
t45555855555
/
yt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058///
///4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058/// ///4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v #v#v0#v8:VF
t
6`0%5 55058//////4
Fyt?$$If!vh#v$ #v
#v#v8#v$:VF
t
6`0%5$ 5
5585$///
///4
Fyt?$$If!vh#v$ #v
#v#v8#v$:VF
t
6`0%5$ 5
5585$/// ///4
Fyt?$$If!vh#v$ #v
#v#v8#v$:VF
t
6`0%5$ 5
5585$//////4
Fyt?$$If!vh#v$ #v
#v#v8#v$:VF
t
6`0%5$ 5
5585$//////4
Fyt?$$If!vh#v$ #v
#v#v8#v$:VF
t
6`0%5$ 5
5585$//////4
Fyt?$$If!vh#v$ #v
#v#v8#v$:VF
t
6`0%5$ 5
5585$//////4
Fyt?^5 666666666666666 666666666666666666666666666 6666666666 666666666666 6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XVx_HmH nH sH tH D`DG3Normal*$CJ_HaJmH sH tHZ@Z4'0 Heading 1$<@&5CJKH OJQJ\^JaJ ^@^Nm0 Heading 2$<@&"6B*CJOJQJ\]aJphDA`D
Default Paragraph FontRi@R0Table Normal4
l4a(k (
0No ListZZ4'0Heading 1 Char&5CJ KH OJQJ\^J_HaJ tHbbNm0Heading 2 Char.6B*CJOJQJ\]^J_HaJphtHN>@NG30Title<@&a$5CJ KHOJQJ\aJ Z!ZG30
Title Char.5CJ KHOJQJ\^J_HaJ mH sH tH2X@12G30Emphasis
6]^J2BB2G30 Body TextxPQPG30Body Text CharCJ^J_HaJmH sH tH<@b<G30List Paragraph^F'qF0Comment ReferenceCJ^JaJ<@<0Comment TextCJaJFF0Comment Text Char^J_HtH@j@@0Comment Subject5\RR0Comment Subject Char5\^J_HtHH@H0Balloon TextCJOJQJ^JaJVV0Balloon Text CharCJOJQJ^J_HaJtHZOZ_.0
Char Char2.5CJ KHOJQJ\^J_HaJ mH sH tHhh(0Char Char13956B*CJOJQJ\]^J_HaJmH phOsH tH:U@:Y:0 Hyperlink>*B*^Jph4 @4#90Footer
!!B!B!V'0Footer CharCJ^J_HaJtHL1L!90Footer Char1CJ^J_HaJmH sH tHe@B&90HTML Preformatted:$2(
Px4 #\'*.25@9*$)B*CJOJQJ^JaJmH
PphsH
PtH `Q`$V'0HTML Preformatted CharCJOJQJ^J_HaJtHlal$90HTML Preformatted Char1%B*OJQJ^J_HmH
PphsH
PtH 8"@890Caption'5CJ\aJ44*90Header
(H$BB(V'0Header CharCJ^J_HaJtHLL(90Header Char1CJ^J_HaJmH sH tHr@r0
Table Grid7:V+0+CJaJ>@>-g0
Footnote Text,CJaJPP,g0Footnote Text CharCJ^J_HaJtHD&@Dg0Footnote ReferenceH*^J@xI0Table Web 1[:V/03j/CJaJ^JD`Dg50Revision0CJ_HaJmH sH tHboby
0Default17$8$H$-B*CJOJQJ^J_HaJmH phsH tH :@:
FVx0TOC 22p$
^`<@<
FVx0TOC 13dh$
^h`l
Al00TOC Heading4$d*$@& !B*KHOJQJ^JaJph6_tH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$!)O^rC$y@/yH*)UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f
W+Ն7`gȘJj|h(KD-
dXiJ؇(x$(:;˹!I_TS1?E??ZBΪmU/?~xY'y5g&/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ
x}rxwr:\TZaG*y8IjbRc|XŻǿI
u3KGnD1NIBs
RuK>V.EL+M2#'fi~Vvl{u8zH
*:(W☕
~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4=3N)cbJ
uV4(Tn
7_?m-ٛ{UBwznʜ"ZxJZp;{/<P;,)''KQk5qpN8KGbe
Sd̛\17 pa>SR!
3K4'+rzQ
TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn
R!y+Un;*&/HrT >>\
t=.Tġ
S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv
u"xA@T_q64)kڬuV7t'%;i9s9x,ڎ-45xd8?ǘd/Y|t&LILJ`& -Gt/PK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧60_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-!
ѐ' theme/theme/_rels/themeManager.xml.relsPK]
p0]`Cmp0<D<{< **HHHHgg-
#
F_dJN>;*7EYp~o2NbgMRL!JC
H!$+17p8
!',25=CEGjx;%.FASMbx}~pӂq<9lՈHNxАݒ)1!MbWX=>12fg
EFmn{.AcRkcXqWG6dEt}~jkuvklvwpq !+,9:
gc
P
AX< NIB"/7p8
"#$%&()*+-./01346789:;<>?@ABDFHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghiklmnopqrstuvwyz{|}~ .o5QSTVv_{}~
-Njlmo!"$D+GIJLl,HJKMm;WZ[]} " # % E ^ z } ~
*
F
I
J
L
l
Iehik,/02Rl
)
E
H
I
K
k
)Vruvx
),-/Oi%D`cdf?\x{|~ %()+I@VX4] J N !!"(c)),,'-.N..p0
X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%̕XXXXXXXX$&*BDH`cg!!!!$Y`X8@0(
B
S ?o
_Toc292199826
_Toc222908768
_Toc223086963
_Toc285530588
_Toc292199827
_Toc285530589
_Toc222908769
_Toc223086964
_Toc292199828
_Toc292199829
_Toc292199830
_Toc292199831
_Toc222908770
_Toc223086965
_Toc285530590
_Toc292199832
_Toc222908771
_Toc223086966
_Toc285530591
_Toc292199833
_Toc211591021
_Toc222908772
_Toc223086967
_Toc285530592
_Toc292199834
_Toc211591022
_Toc222908773
_Toc223086968
_Toc285530593
_Toc292199835
_Toc222908774
_Toc223086969
_Toc285530594
_Toc292199836
_Toc222908777
_Toc223086972
_Toc211591026
_Toc292199837
_Toc223086973
_Toc222908778
_Toc285530595
_Toc292199838
_Toc223086974
_Toc222908779
_Toc211591028
_Toc285530596
_Toc292199839
_Toc223086975
_Toc222908780
_Toc285530597
_Toc292199840
_Toc223086976
_Toc222908781
_Toc285530598
_Toc292199841
_Toc211591034
_Toc222908782
_Toc223086977
_Toc285530599
_Toc292199842
_Toc222908783
_Toc223086978
_Toc285530600
_Toc292199843
_Toc292199844
_Toc292199845
_Toc285530601
_Toc285554514
_Toc292199846
_Toc285530602
_Toc222908784
_Toc223086979
_Toc292199847
_Toc292199848
_Toc223086981
_Toc222908786
_Toc285530603
_Toc292199849
_Toc292199850
_Toc292199851
_Toc285530604
_Toc292199852
_Toc292199853
_Toc292199854
_Toc180296594
_Toc285530605
_Toc292199855
_Toc285530606
_Toc285554523
_Toc292199856
_Toc285530607
_Toc292199857
_Toc180296596
_Toc285530608
_Toc292199858
_Toc292199859
_Toc222908798
_Toc223086991
_Toc285530609
_Toc292199860
_Toc223089070
_Toc292199861
_Toc292199862
_Toc292199863
_Toc292199864
_Toc292199865
_Toc292199866
_Toc180296612
_Toc292199867
_Toc292199868
_Toc292199869.;;;;\/%/%/%/%&&&&''''',,,,,,,,,E9E9E9F99999BBBBB6G6G6G6GLLLLYYYYYYYppqq*}*}*}3333*m{{{8CCCC:PI9!##;+,q0
!"#%$&'()*+,-./0123456789:;<=>?@ABCDERSFGHIJKLMONPQTUVWXYZ[\]^_`abcdefghijlkmn:wwwwuAv%v%v%v%&&&&''''',,,,,)-)-0-0-999999999C9C9C9C9CnGnGnGnGjLjLjLjLYYYYYpppp+q r;};};}XX
))))O+yy44%^RRRRjf^Q,#:+K+,q0f||||||||| |!|"|#|$|%|&|'|(|)|*|+|,|-|.|/|0|1|2|3|4|5|6|7|8|9|:|;|<|=|>|?|@|A|B|C|D|E|F|G|H|I|J|K|L|M|N|O|P|Q|R|S|T|U|V|W|X|Y|Z|[|\|]|^|_|`|a|b|c|d|e|f|g|h|i|j|k|l|m|n|o|p|q|r|s|t|u|v|w|x|y|z|{|||ppi'i'w',.../688k9999s=s=OKKKKcSVpppșș{{ʿʿؿ??Ftt{DDR66D''/599Gffq}[[dlls~&
&
4
.q0
$!"#%'&()*+-,.0/13245768:9;=<>@?ADBCEHFGIKJLOMNPRQSUTVXWY\Z[]`^_acbdexxs'''7./ / /688r9999==ZKKKKnSVpppՙՙԿEMMzN[[@HH.4??CNNp|cnnr}0
?
?
.q0
"#$!%'&()*+-,.0/13245768:9;=<>@?ACDBEGHFIKJLNOMPRQSUTVXWY[\Z]_`^acbde9e*urn:schemas-microsoft-com:office:smarttagsplace8f*urn:schemas-microsoft-com:office:smarttagsCity=a*urn:schemas-microsoft-com:office:smarttags PlaceType=`*urn:schemas-microsoft-com:office:smarttags PlaceNameBY*urn:schemas-microsoft-com:office:smarttagscountry-regionPfeeeea`e`eaeeYfea`eYeea`eeefeeYe`e```aea``eae`ae`ae`aeea`ea`ea`e`ae`aae`aaea`e``aea`e`aeaae``ae`aaea`e
-.'+6FMNXCCCCCCV])écgiopuw~.7QZ]`x#$+%*12AS]^jcgos|Z^fjsw`dlpy}hs v}~~&-# 29#z
+2P\`k-4 !%HM~
& }
fk
F
T
U^####..////////////00.010M0P0k0n0q0H/M/66G6HOOwwxxWyZyyyOzUz%{3{{{q|y|!&(KV!,Q[]y{6 ̠Πԡ̢/'V¥ĥΥХ,68EGZ9;EG^_rɨ
>@S۩ݩ)eLNXYݫ"$7|߭pîͮήw
@AM} .Q"#JKY|´e,Ϲйpz{Ȼ/ܾݾ'* y-../////////n0q0333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333~.;\w&&'',,99CCYYiZZ*[[ppq-qq
rottu uuuvvw wwwxxxyWywyyzzzzzk{q{{{*}=}QyӈQ
-c(4TWXb=>15>dfjt
EImn!m]+MKbJh{6aC
D6'9.f,[:hm?_0Pd$Ps0N[dc u
P^\z
#,PhIa9S!.##;+N+,,./////////M0N0k0l0n0q0
-...////////////n0q0yȚ##RUg+\&y+J4!ZCJ|p\zyhbj3[w^6Yz4>{{u|{K^`5B*^Jo(ph. ^ `^J.L^`L^J.x^x`^J.H^H`^J.L^`L^J.^`^J.^`^J.L^`L^J.^`^J.^`^J.pL^p`L^J.@^@`^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.^`^J.^`^J.pL^p`L^J.@^@`^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.^`^J.^`^J.pL^p`L^J.@^@`^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.^`OJQJo(pp^p`OJQJo(o@@^@`OJ QJ o(^`OJQJo(^`OJQJo(o^`OJ QJ o(^`OJQJo(PP^P`OJQJo(o ^ `OJ QJ o(^`^Jo(.pp^p`^J.@L@^@`L^J.^`^J.^`^J.L^`L^J.^`^J.PP^P`^J. L ^ `L^J.8^8`OJQJo(^`OJQJo(o ^ `OJ QJ o(^`OJQJo(x^x`OJQJo(oH^H`OJ QJ o(^`OJQJo(^`OJQJo(o^`OJ QJ o(88^8`OJQJo(^`OJQJo( ^ `OJ QJ o(^`OJQJo(x^x`OJQJo(oH^H`OJ QJ o(^`OJQJo(^`OJQJo(o^`OJ QJ o(^`OJQJo(pp^p`OJQJo(o@@^@`OJ QJ o(^`OJQJo(^`OJQJo(o^`OJ QJ o(^`OJQJo(PP^P`OJQJo(o ^ `OJ QJ o(^`5^J.^`^J.pL^p`L^J.@^@`^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.^`^J.^`^J.pL^p`L^J.@^@`^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.^`5^J.^`^J.pL^p`L^J.@^@`^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.[wy+hb!ZyJ|p\+\u|##Yz>{
(
L6M6N6O64MN1q:Vcadw5'AGWUlLcS,y
qvFSu{?%^VcD
G
:V
x
O5R]|9(4
@
K$k'),Ub
'{4%EVx!q8kS(-9zC!.Z6%9 @q1pr59!-/`
}g5$PR]|
=Iu4 h m/!F!O!t!"nG"H#$f$^%'M*'V'sX'o'{(w)tY)L*'`*v*7+J+Kf+,
-`-|-.:B.0/;F/Z[/q/T<0K0l0Ix0?!1&1]1b11Y2'3)3G3m3J(4_(4K4 6788e!8,8^8|82929I:[O:Y: Z:Y;A<
H<=a<:==A1=O|=U>.>$4>a?N'?s:?P?#@O^@?`@A^A,A.A9/AhA?BOBoB/#CMMC#D-ODYE=EdExE+FFF"GSH]H[I?IxIJJ=KUKjKMPM
N<.NBN+DNoNIOUO/P8PePrPyPtQ?QTQeQDUS#TjGTAaTgU6V;VNV.WIWpX7XdY#tYnZ[E[_K[\$\w\=']y^]r^__g_``a a7a*bb5bGbkRbkb5c{dd=djOdVd%e/e|f8
fWYfnf1+gh?ijhijjaj$kgkNmh+n-DnZ-ooa p+p([pY_psp5qiqerc+s,tZ]t_t
u3Tu*v0v1Sw\wx,xURxFVxC#zxIzxzF{F{m{D|)z|!9}mB}V}e}ag}r}$~-~lY~O}T8#!nz=]V|1[ C?8T*oIAQ/_.#mr(/J2J[]auhA
1$Q
qy]w'\.39-[`n-~BAFImN#iD1w-k3FHX{
ZeJobl}"/>4'Q<IvW]_!".;EV]f|A`!V
&lC/H^tlP7anA CADz#g*mG-~b&1~Kf%Ww*w2O[&<1K|@,QSr&QV{:k8-,<R #qb8XgpjCjU&IU^@@CC
CX$pT9`!$?y+LVez4G+/yj]T.a~LB[49W6PP^~j;g`k
6?T6i@dg0uTag}|y3x(9@{tJeQ4h;AFb&o)5G YbJk2AAN#\=KXg5@T^k[z%S4Diw|~7`pdp'{
} '/BHb)M^]R3R(AM_b*2>}#]1mQxT!,g39?BMO/UkOtR0Eb$yM#xEzD13V=4WhSkn/|-}0:zgn~#[hu&Q+Cp!0S?KGmOCHMrNTW..@p0`@UnknownG*Ax Times New Roman5Symbol3.*Cx ArialY CG TimesTimes New Roman7.@ Calibri5.Shruti7@Cambria5..[`)Tahoma?= * Courier New;WingdingsA$BCambria Math"1hU&V&V&'-d&%'-d&%x24--2QHP ?G32!
xxIacruz
Nancy Damiani<
Oh+'0H
(08@IacruzNormalNancy Damiani3Microsoft Office Word@
@L З@]ϗ@L З&'-d՜.+,D՜.+,,hp|
%-ITitleD 8@_PID_HLINKSA2I:http://www.ccsso.org/content/pdfs/INTASCMathStandards.pdfG1Hhttp://www.nctm.org/uploadedFiles/Math_Standards/NCTMSECONStandards.pdf&!thttp://sites.google.com/site/irncateuprm/uprm-institutional-report/standard-2-assessment-system-and-unit-evaluationI
zhttp://globalhighered.wordpress.com/2010/09/23/rising-above-the-gathering-storm-revisited-rapidly-approaching-category-5/sP/http://www.nap.edu/catalog.php?record_id=12999W/http://www.nap.edu/catalog.php?record_id=114635R)http://educon.uprm.edu/pccpe_cruise.htmljQhttp://de.gobierno.pr/sites/de.gobierno.pr/files/ReglamentoCertificaciones_1.pdf1_Toc2921998691_Toc2921998681_Toc2921998671_Toc2921998661_Toc2921998651_Toc2921998641_Toc2921998631_Toc2921998621_Toc2921998611_Toc2921998601_Toc2921998591_Toc2921998581_Toc2921998571_Toc2921998551_Toc2921998541_Toc2921998531_Toc2921998521_Toc2921998511_Toc2921998501_Toc2921998491_Toc2921998481z_Toc2921998471t_Toc2921998451n_Toc2921998441h_Toc2921998431b_Toc2921998421\_Toc2921998411V_Toc2921998401P_Toc2921998391J_Toc2921998381D_Toc2921998371>_Toc29219983618_Toc29219983512_Toc2921998341,_Toc2921998331&_Toc2921998321 _Toc2921998311_Toc2921998301_Toc2921998291_Toc2921998281_Toc2921998271_Toc292199826A5http://de.gobierno.pr/tags/certificacion-de-maestros
!"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~
!"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~
!"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcefghijkmnopqrstuv}Root Entry F`t%ЗData
1TableWordDocument<SummaryInformation(dDocumentSummaryInformation8lpCompObjr
F Microsoft Word 97-2003 Document
MSWordDocWord.Document.89q