Engages students in instruction While communicating during that is: unstructured time. Outside the classroom. Purposeful. Explicit. Systematic. Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability. This section describes professional practices that should be demonstrated by ALL TEACHERS. The teacher candidate: . . . and . . . and . . . and . . . and Includes relevant math The teacher candidate: The teacher candidate: Students: Students: concepts in discussions that do Emphasizes to students why Emphasizes interdisciplinary Share ideas and solutions to Interpret mathematical not have math as the primary they need to learn math content connections to math. challenging problems. information in ways that focus. and skills. Models mathematical thinking. Use the language of math to make it relevant to Promotes and encourages Uses instructional strategies talk what they are doing. learning. students to make explicit math that require students to apply connections across content. and transfer mathematical knowledge to different content areas. This section describes professional practices that should be demonstrated by Teachers responsible for teaching math. The teacher candidate: . . . and . . . and . . . and . . . and Focuses math instruction beyond: The teacher candidate: The teacher candidate: Students: Students: Recall of facts. Presents topics Establishes an effective Solve problems in a variety of Recognize when they make Development of computational In sequence. mathematics environment by: ways. procedural errors and take skills. Challenging students to Demonstrate mathematical steps to correct them. In a manner appropriate to Math as a series of rote deeply about the problems. thinking by explaining their students’ age and grade. procedures. Requiring students to explain thinking to each other and to Expand their learning by solutions. their teacher. using mathematical concepts Helps students understand Models: Posing questions that stimulate in subjects other than math. mathematics as a discipline. Appropriate mathematical students’ curiosity and Provides a balance of teaching communication. encourage them to investigate for conceptual understanding A variety of mathematical further. and teaching for procedural practices. Actively engaging students in fluency. doing math. Using real-world examples for problems whenever possible.
Engages students in instruction that is: Purposeful. Explicit. Systematic. While communicating during unstructured time. Outside the classroom. Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability. This section describes professional practices that should be demonstrated by ALL TEACHERS. The teacher candidate: Includes relevant math concepts in discussions that do not have math as the primary focus. Promotes and encourages students to make explicit math connections across content. . . . and The teacher candidate: Emphasizes to students why they need to learn math content and skills. Uses instructional strategies that require students to apply and transfer mathematical knowledge to different content areas. . . . and The teacher candidate: Emphasizes interdisciplinary connections to math. Models mathematical thinking. . . . and Students: Share ideas and solutions to challenging problems. Use the language of math to talk what they are doing. . . . and Students: Interpret mathematical information in ways that make it relevant to learning. This section describes professional practices that should be demonstrated by Teachers responsible for teaching math. The teacher candidate: Focuses math instruction beyond: Recall of facts. Development of computational skills. Math as a series of rote procedures. Models: Appropriate mathematical communication. A variety of mathematical practices. . . . and The teacher candidate: Presents topics In sequence. In a manner appropriate to students’ age and grade. Helps students understand mathematics as a discipline. Provides a balance of teaching for conceptual understanding and teaching for procedural fluency. . . . and The teacher candidate: Establishes an effective mathematics environment by: Challenging students to deeply about the problems. Requiring students to explain solutions. Posing questions that stimulate students’ curiosity and encourage them to investigate further. Actively engaging students in doing math. Using real-world examples for problems whenever possible. . . . and Students: Solve problems in a variety of ways. Demonstrate mathematical thinking by explaining their thinking to each other and to their teacher. . . . and Students: Recognize when they make procedural errors and take steps to correct them. Expand their learning by using mathematical concepts in subjects other than math.