Students have a deep understanding of select central concepts in high school mathematics as well as core representations, canonical examples, and alternative algorithms germane to teaching these concepts.
Identifying Concepts and ProceduresStudents can analyze a section in a textbook or curricular unit, a specific mathematical topic, or a task to identify and describe the important mathematical concepts and procedures related to that section, topic, or task.
Task AnalysisStudents can use their knowledge of mathematics and how adolescents learn mathematics to analyze a task in order to anticipate the type of mathematics learning it might foster or reveal.
Task Design for LearningStudents understand how mathematical tasks can support adolescents' development of conceptual understanding and procedural fluency, and can use that understanding to design mathematical tasks that allow adolescents to use their prior knowledge and experiences to develop understanding of particular concepts and procedures.
Task Design for AssessmentStudents understand how formative and summative assessment can be used to support adolescents' development of conceptual understanding and procedural fluency, and can use that understanding to design assessment tasks that provide evidence of and insight into adolescents' understanding of particular concepts and procedures.
Task Design for Personal Growth and Stewardship
Students recognize and can explain how the thoughtful use of mathematical tasks can enable them to reflect on and improve their instruction, and how such use can nurture and empower adolescents to draw upon their divine potential, intelligence, and capabilities to learn and do mathematics.