Old+Math+Specific+INTASC+Standards

** Developed by: Interstate New Teacher Assessment and Support Consortium (INTASC) Mathematics Sub-Committee **
 * Model Standards for Beginning Teachers of Mathematics **

Teachers responsible for mathematics instruction at any level understand the key concepts and procedures of mathematics and have a broad understanding of the K-12 mathematics curriculum. They approach mathematics and the learning of mathematics as more than procedural knowledge. They understand the structures within the discipline, the past and the future of mathematics, and the interaction between technology and the discipline.
 * Principle 1: Knowing Mathematics **

__ Key Issues: __ The teacher of mathematics understands // mathematical ideas // from the following areas: The teacher of mathematics develops a knowledge of mathematics through the following // critical processes //: The teacher of mathematics develops the following // mathematical perspectives //: Teachers who teach mathematics at any level understand how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. __ Key Issues: __ Incorporate current theories and research into instructional decision-making. Develop a coherent framework for building an understanding of mathematics, linking new ideas to prior learning. Select mathematical tasks that scaffold student learning of mathematics.
 * Number Systems and Number Theory
 * Geometry and Measurement
 * Statistics and Probability
 * Functions, Algebra and Concepts of Calculus
 * Discrete Mathematics
 * Problem Solving in Mathematics
 * Communication in Mathematics
 * Reasoning in Mathematics
 * Mathematical Connections
 * The History of Mathematics
 * Mathematical World Views
 * Mathematical Structures
 * The Role of Technology and Concrete Models in Mathematics
 * Principle 2: Student Learning **

Teachers who teach mathematics at any level understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
 * Principle 3: Diverse Learners **

__ Key Issues: __ Pose mathematical tasks that reflect a knowledge of the range of ways that diverse students learn mathematics and display sensitivity to, and draw on, students’ diverse background experiences and dispositions. Select instructional materials and resources (e.g., manipulatives, visuals, hands-on problems) that reflect the life experiences, learning styles and performance modes of the students.

Teachers who teach mathematics at any level understand and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
 * Principle 4: Instructional Strategies **

__ Key Issues: __ Value problem solving and reasoning as the basis for mathematical inquiry. Use a variety of instructional strategies, such as questioning, tasks that elicit and challenge each student’s thinking, and problem formulation, as ways to encourage critical thinking and problem solving. Vary role in the instructional process, deciding when to provide information, when to clarify an issue, and when to let a student struggle with a difficulty. Orchestrate discourse in which students initiate problems and questions, make conjectures and present solutions, explore examples and counter-examples to investigate a conjecture, and rely on mathematical evidence to determine validity. Encourage the use of tools in the problem solving process: computers, calculators, concrete materials and models, and graphical representations, such as diagrams, tables and graphs.

Teachers who teach mathematics at any level use 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.
 * Principle 5: Learning Environment **

__ Key Issues: __ Provide adequate time to explore and grapple with significant ideas. Provide contexts that promote the development of both mathematical skill and proficiency. Create a learning environment in which students’ ideas and ways of thinking are respected and valued while consistently expecting and encouraging students to work independently and collaboratively, take risks by raising questions and formulating conjectures, and supporting ideas with mathematical argument.

Teachers who teach mathematics at any level use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
 * Principle 6: Communication **

__ Key Issues: __ Pose mathematical tasks that promote communication about mathematics including the use of diagrams, tables, graphs, invented and conventional terms and symbols. Attach mathematical notation and language to ideas. Use stories, metaphors and analogies to foster inquiry and to support written or oral presentations, explanations and arguments. Ask students to clarify and justify their thinking orally and in writing.

Teachers who teach mathematics at any level plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
 * Principle 7: Planning Instruction **

__ Key Issues: __ Plan instruction that represents mathematics as a discipline of interconnected concepts and procedures. Select tasks that involve problem solving and develop students’ ability to reason and communicate mathematically. Plan instruction to promote students’ confidence, flexibility, perseverance, curiosity, and inventiveness in doing mathematics.

Teachers who teach mathematics at any level understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
 * Principle 8: Assessment **

__ Key Issues: __ Observe, listen to, and gather information about students to ensure that each student is learning mathematics, to challenge and extend students’ ideas, to adapt or change activities while teaching, and to make both short- and long-range plans. Use a variety of assessment methods that are consistent with what is taught, how it is taught, and based on the developmental level, mathematical maturity, and performance modes of their students.

Teachers of mathematics are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
 * Principle 9: Reflection and Professional Development **

__ Key Issues: __ Examine and revise assumptions about the nature of mathematics, how it is learned and how it should be taught, and experiment thoughtfully with alternative strategies in the classroom. Participate in workshops, courses, and other professional development activities in mathematics. Reflect on learning and teaching both individually and with colleagues. Participate actively in the professional community of mathematics educators.

Teachers of mathematics foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
 * Principle 10: Collaboration, Ethics, and Relationships **

__ Key Issues: __ Participate in school, community, and political efforts to effect positive change in mathematics education. Work with parents and guardians as partners in the education of their students.