Principle #1: CONTENT KNOWLEDGE--The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

1. Demonstrate knowledge of the comprehensive nature of mathematics and recognizes the interrelationship of the mathematics discipline. 
2. Understands major concepts, processes of inquiry, and ways of knowing that are central to the teaching of mathematics.
3. Recognize students’ misconceptions for an area of knowledge in mathematics can influence their learning.
4. Committed to continuous learning and engages in professional discourse about mathematics and students’ learning of mathematics.
5. Uses multiple representations and explanations of mathematics concepts and skills that capture key ideas and link them to students’ prior understandings by developing and using curricula that encourage students to see, question, and interpret ideas from diverse perspectives.
6. Can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.

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Principle #2: LEARNING AND DEVELOPMENT--The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

1. Understands how learning occurs—how students construct knowledge, acquire skills, and develop habits of mind—and knows how to use instructional strategies that promote student learning.
2. Appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
3. Design mathematics learning materials that stimulates student reflection on prior knowledge by making connections to students’ experiences, can assess individual and group performance, by encouraging discussion, listening and responding to group interaction, and eliciting samples f student thinking orally and in writing.

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Principle #3: DIVERSE LEARNERS--The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

1. Knows about areas of exceptionality in learning—including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.
2. Can identify and design instruction appropriate to students’ stages of development, learning styles, strengths, and needs.
3. Adapts instruction and uses teaching approaches that are sensitive to the multiple experiences of learners by understanding how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values

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Principle #4: INSTRUCTIONAL STRATEGIES--The candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

1. Knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources and can match mathematics activities to selected learning objectives.
2. Develops a variety of clear, accurate presentations and representations of concepts to assist students’ understanding.
3. Use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities.
4. Monitors and adjusts strategies in response to learner feedback.
5. Varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and needs of students.

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Principle #5: CLASSROOM MANAGEMENT--The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

1. Create a mathematics classroom with multiple teaching resources so that the environment engages the learner in positive social interaction, active learning, self-motivation and values the role of students in promoting each other’s learning. 
2. Identify the advantages and limitations of mathematics textbooks, curriculum guides, games, video tapes, and computer programs and design a classroom in which these materials provide for active learning.
3. Understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
4. Gather a variety of materials useful for teaching mathematics (children’s literature, print materials, manipulatives, pictures, journal articles, technology based materials).

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Principle #6: COMMUNICATION--The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

1. Orally share information with others in the area of mathematics and understands how cultural and gender differences can affect communication in the classroom. 
2. Models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, being sensitive to nonverbal cues given and received).
3. Knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learning understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, encouraging convergent and divergent thinking, and helping students to question.
4. Use media communication techniques to foster active inquiry, collaboration, and interaction in the mathematics classroom.

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Principle #7: PLANNING INSTRUCTION--The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

1. Use the content of the mathematics to identify appropriate mathematics topics, narrow the topics to provide focus for study, and broaden topics to challenge the imagination and interest of children. 
2. Distinguish between mathematics as procedural knowledge and conceptual knowledge.
3. Selects and creates learning experiences that are appropriate for mathematic curriculum goals, relevant to learners, and based upon principles of effective instruction. 
4. Adapt learning plans to needs of individuals and groups.
5. Develop lesson plans that integrate the elementary curriculum around a mathematics topic.
6. Create yearly, weekly, and daily lesson plans for mathematics.

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Principle #8: ASSESSMENT--The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

1. Recognize the relationship between teaching and assessment. 
2. Knows how to select, construct, and use assessment strategies and instruments appropriate for formative and summative evaluation.
3. Values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies are necessary for monitoring and promoting student learning.
4. Appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, candidate-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance his or her knowledge of learners, evaluate students’ progress and performance, and modify teaching and learning strategies.
5. Monitor teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.

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Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

1. Identify personal needs and interests in the area of mathematics and relate those needs to the teaching in a classroom. 
2. Ask meaningful questions to guide personal learning in the area of mathematics and relate those questions to teaching in a classroom.
3. Do research to find answers to questions in mathematics materials and organize, summarize, and write about what has been found.
4. Learn by listening to and observing others.
5. Reflect upon lessons and interactions with students and colleagues, evaluate results of work done and make changes based upon the results.

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Principle #10: SCHOOL-COMMUNITY RELATIONS--The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

1. Be aware of and begin to participate in parent/teacher groups, local and state professional social studies organizations, and local community organizations that promote the goals of the mathematics. 
2. Recognize the contribution of the National Council of Teachers of Mathematics to the teaching profession and use guidelines in preparing to teach.
3. Be knowledgeable of standards written by various professional groups in the area of mathematics and use these guidelines in preparing to teach.

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Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer and other high and low technology into classroom teaching activities, assessment and/or documentation.

1. Identify ways of appropriately integrating technology in mathematics. 
2. Develop mathematics learning experiences supported by technology.
3. Examine and evaluate mathematics software that is both static and dynamic.
4. Use an array of available technological tools to teach mathematics lessons.
5. Support ethical use of media.
6. Use the Internet for developing mathematics lessons.

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