Students understand authentic mathematical practices and use them to engage in meaningful mathematical exploration and reflect on their own use of these practices to make inferences about how adolescents might engage in mathematical tasks.
Philosophy of Teaching and Learning Mathematics
Students articulate a philosophy of teaching and learning mathematics based on the professional standards for teaching mathematics, the moral dimensions of teaching, and the INTASC standards.
Aligning Curriculum and Instructional Goals
Students can use curriculum guides such as the NCTM content standards or the Common Core State Standards to trace the K-12 development of a select central concept of mathematics as a means for planning instruction appropriate to a particular grade level and topic.
Analyzing Classroom Instruction
Students can analyze and describe the mathematical experiences of adolescents in terms of the tasks, discourse and learning environments they observe in public school classrooms, and can reconcile the theoretical principles of their university experience with the reality of a secondary classroom.