Understanding of Mathematics Learners
Students understand that adolescents develop mathematical knowledge by building on prior knowledge and experience; that adolescents differ cognitively, linguistically, socially, emotionally, and physically; and that adolescents learn best when given regular opportunities to reason about and make sense of mathematics in an environment of high expectations and strong support.
Instructional Design for Mathematics Learning
Students understand how to design learning environments and mathematical experiences that engage all adolescents in the exploration and development of mathematical ideas, as well as how to effectively foster these environments and orchestrate these experiences by promoting conceptual understanding, procedural fluency, and authentic mathematical practices.
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.
Students demonstrate their professionalism through maintaining appropriate relationships and behavior in the school setting, and improve their practice through reflection and by providing, soliciting and incorporating feedback.