800:134 Teaching Elementary School
Alignment with INTASC Professional Standards
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.
knowledge of the comprehensive nature of mathematics and recognizes the
interrelationship of the mathematics discipline.
major concepts, processes of inquiry, and ways of knowing that are central
to the teaching of mathematics.
students’ misconceptions for an area of knowledge in mathematics can
influence their learning.
to continuous learning and engages in professional discourse about
mathematics and students’ learning of mathematics.
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.
- Can evaluate teaching resources and curriculum
materials for their comprehensiveness, accuracy, and usefulness for
representing particular ideas and concepts.
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.
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.
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.
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.
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.
about areas of exceptionality in learning—including learning disabilities,
visual and perceptual difficulties, and special physical or mental
identify and design instruction appropriate to students’ stages of
development, learning styles, strengths, and needs.
- 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
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
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.
a variety of clear, accurate presentations and representations of concepts
to assist students’ understanding.
multiple teaching and learning strategies to engage students in active
learning opportunities that promote the development of critical thinking,
problem solving, and performance capabilities.
and adjusts strategies in response to learner feedback.
- 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.
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.
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.
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.
the principles of effective classroom management and can use a range of
strategies to promote positive relationships, cooperation, and purposeful
learning in the classroom.
a variety of materials useful for teaching mathematics (children’s literature,
print materials, manipulatives, pictures, journal articles, technology
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.
share information with others in the area of mathematics and understands
how cultural and gender differences can affect communication in the
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
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.
media communication techniques to foster active inquiry, collaboration, and
interaction in the mathematics classroom.
Principle #7: PLANNING INSTRUCTION--The candidate
plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
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.
between mathematics as procedural knowledge and conceptual knowledge.
and creates learning experiences that are appropriate for mathematic
curriculum goals, relevant to learners, and based upon principles of
learning plans to needs of individuals and groups.
lesson plans that integrate the elementary curriculum around a mathematics
yearly, weekly, and daily lesson plans for mathematics.
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
the relationship between teaching and assessment.
how to select, construct, and use assessment strategies and instruments appropriate
for formative and summative evaluation.
ongoing assessment as essential to the instructional process and
recognizes that many different assessment strategies are necessary for
monitoring and promoting student learning.
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
teaching strategies and behavior in relation to student success, modifying
plans and instructional approaches accordingly.
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
personal needs and interests in the area of mathematics and relate those
needs to the teaching in a classroom.
meaningful questions to guide personal learning in the area of mathematics
and relate those questions to teaching in a classroom.
research to find answers to questions in mathematics materials and
organize, summarize, and write about what has been found.
by listening to and observing others.
upon lessons and interactions with students and colleagues, evaluate
results of work done and make changes based upon the results.
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.
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.
the contribution of the National Council of Teachers of Mathematics to the
teaching profession and use guidelines in preparing to teach.
knowledgeable of standards written by various professional groups in the
area of mathematics and use these guidelines in preparing to teach.
Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer
and other high and low technology into classroom teaching activities,
assessment and/or documentation.
ways of appropriately integrating technology in mathematics.
mathematics learning experiences supported by technology.
and evaluate mathematics software that is both static and dynamic.
an array of available technological tools to teach mathematics lessons.
ethical use of media.
the Internet for developing mathematics lessons.