800:134 Teaching Elementary School
Mathematics
Alignment with INTASC Professional Standards
Principle #1: CONTENT KNOWLEDGEThe 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.
 Demonstrate
knowledge of the comprehensive nature of mathematics and recognizes the
interrelationship of the mathematics discipline.
 Understands
major concepts, processes of inquiry, and ways of knowing that are central
to the teaching of mathematics.
 Recognize
students’ misconceptions for an area of knowledge in mathematics can
influence their learning.
 Committed
to continuous learning and engages in professional discourse about
mathematics and students’ learning of mathematics.
 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.
 Can evaluate teaching resources and curriculum
materials for their comprehensiveness, accuracy, and usefulness for
representing particular ideas and concepts.
Principle #2: LEARNING AND DEVELOPMENTThe candidate
understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social and personal development.
 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.
 Appreciates
individual variation within each area of development, shows respect for
the diverse talents of all learners, and is committed to help them develop
selfconfidence and competence.
 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.
Principle #3: DIVERSE LEARNERSThe candidate
understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
 Knows
about areas of exceptionality in learning—including learning disabilities,
visual and perceptual difficulties, and special physical or mental
challenges.
 Can
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 STRATEGIESThe candidate
understands and uses a variety of instructional strategies to encourage
students' development of critical thinking, problem solving, and performance
skills.
 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.
 Develops
a variety of clear, accurate presentations and representations of concepts
to assist students’ understanding.
 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.
 Monitors
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 MANAGEMENTThe 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 selfmotivation.
 Create
a mathematics classroom with multiple teaching resources so that the
environment engages the learner in positive social interaction, active
learning, selfmotivation and values the role of students in promoting
each other’s learning.
 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.
 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.
 Gather
a variety of materials useful for teaching mathematics (children’s literature,
print materials, manipulatives, pictures, journal articles, technology
based materials).
Principle #6: COMMUNICATIONThe candidate
uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
 Orally
share information with others in the area of mathematics and understands
how cultural and gender differences can affect communication in the
classroom.
 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).
 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
risktaking and problemsolving, encouraging convergent and divergent
thinking, and helping students to question.
 Use
media communication techniques to foster active inquiry, collaboration, and
interaction in the mathematics classroom.
Principle #7: PLANNING INSTRUCTIONThe candidate
plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
 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.
 Distinguish
between mathematics as procedural knowledge and conceptual knowledge.
 Selects
and creates learning experiences that are appropriate for mathematic
curriculum goals, relevant to learners, and based upon principles of
effective instruction.
 Adapt
learning plans to needs of individuals and groups.
 Develop
lesson plans that integrate the elementary curriculum around a mathematics
topic.
 Create
yearly, weekly, and daily lesson plans for mathematics.
Principle #8: ASSESSMENTThe candidate
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of the
learner.
 Recognize
the relationship between teaching and assessment.
 Knows
how to select, construct, and use assessment strategies and instruments appropriate
for formative and summative evaluation.
 Values
ongoing assessment as essential to the instructional process and
recognizes that many different assessment strategies are necessary for
monitoring and promoting student learning.
 Appropriately
uses a variety of formal and informal assessment techniques (e.g.
observation, portfolios of student work, candidatemade tests, performance
tasks, projects, student selfassessments, peer assessment, and
standardized tests) to enhance his or her knowledge of learners, evaluate
students’ progress and performance, and modify teaching and learning
strategies.
 Monitor
teaching strategies and behavior in relation to student success, modifying
plans and instructional approaches accordingly.
Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENTThe 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.
 Identify
personal needs and interests in the area of mathematics and relate those
needs to the teaching in a classroom.
 Ask
meaningful questions to guide personal learning in the area of mathematics
and relate those questions to teaching in a classroom.
 Do
research to find answers to questions in mathematics materials and
organize, summarize, and write about what has been found.
 Learn
by listening to and observing others.
 Reflect
upon lessons and interactions with students and colleagues, evaluate
results of work done and make changes based upon the results.
Principle #10: SCHOOLCOMMUNITY RELATIONSThe candidate
fosters relationships with school colleagues, parents, and agencies in the
larger community to support students' learning and wellbeing.
 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.
 Recognize
the contribution of the National Council of Teachers of Mathematics to the
teaching profession and use guidelines in preparing to teach.
 Be
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 TECHNOLOGYThe candidate integrates the computer
and other high and low technology into classroom teaching activities,
assessment and/or documentation.
 Identify
ways of appropriately integrating technology in mathematics.
 Develop
mathematics learning experiences supported by technology.
 Examine
and evaluate mathematics software that is both static and dynamic.
 Use
an array of available technological tools to teach mathematics lessons.
 Support
ethical use of media.
 Use
the Internet for developing mathematics lessons.
