generalizations, or encourages such behavior only once. Capable Teacher candidate teaches some strategies to encourage students to formulate and test conjectures to frame mathematical generalizations, encouraging such behavior on 2 – 3 occasions. Accomplished Teacher candidate teaches a wide variety of strategies to encourage students to formulate and test conjectures to frame mathematical generalizations, encouraging such behavior on more than 4 occasions. Score: __________ Comments: Reason abstractly, reflectively, and quantitatively with attention to units, constructing viable arguments and proofs, and critiquing the reasoning of others; represent and model generalizations using mathematics; recognize structure and express regularity in patterns of mathematical reasoning; use multiple representations to model and describe mathematics; and utilize appropriate mathematical vocabulary and symbols to communicate mathematical ideas to others. (NCTM/CAEP Standard 2b.i) Beginning Teacher candidate demonstrates little or no ability to teach students how to reason abstractly, reflectively, and quantitatively, or encourages such behavior only once. Capable Teacher candidate demonstrates ability to instruct students how to reason abstractly, reflectively, and quantitatively, with attention to units, encouraging such behavior on 2 – 3 occasions. Accomplished Teacher candidate demonstrates superior ability to instruct students in how to reason abstractly, reflectively, and quantitatively, with attention to units, encouraging such behavior on more than 4 occasions. Score: __________ Comments: Construct viable arguments and proofs, and constructively critique the reasoning of others to communicate mathematical ideas to others. (NCTM/CAEP Standard 2b.ii) Beginning Teacher candidate demonstrates little or no ability to construct viable arguments and proofs, or to constructively critique the reasoning of others to communicate mathematical ideas, or encourages such behavior only
generalizations, or encourages such behavior only once. Capable Teacher candidate teaches some strategies to encourage students to formulate and test conjectures to frame mathematical generalizations, encouraging such behavior on 2 – 3 occasions. Accomplished Teacher candidate teaches a wide variety of strategies to encourage students to formulate and test conjectures to frame mathematical generalizations, encouraging such behavior on more than 4 occasions. Score: __________ Comments: Reason abstractly, reflectively, and quantitatively with attention to units, constructing viable arguments and proofs, and critiquing the reasoning of others; represent and model generalizations using mathematics; recognize structure and express regularity in patterns of mathematical reasoning; use multiple representations to model and describe mathematics; and utilize appropriate mathematical vocabulary and symbols to communicate mathematical ideas to others. (NCTM/CAEP Standard 2b.i) Beginning Teacher candidate demonstrates little or no ability to teach students how to reason abstractly, reflectively, and quantitatively, or encourages such behavior only once. Capable Teacher candidate demonstrates ability to instruct students how to reason abstractly, reflectively, and quantitatively, with attention to units, encouraging such behavior on 2 – 3 occasions. Accomplished Teacher candidate demonstrates superior ability to instruct students in how to reason abstractly, reflectively, and quantitatively, with attention to units, encouraging such behavior on more than 4 occasions. Score: __________ Comments: Construct viable arguments and proofs, and constructively critique the reasoning of others to communicate mathematical ideas to others. (NCTM/CAEP Standard 2b.ii) Beginning Teacher candidate demonstrates little or no ability to construct viable arguments and proofs, or to constructively critique the reasoning of others to communicate mathematical ideas, or encourages such behavior only