Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.11 - Middle-Level Mathematics (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
The middle-level
			 Mathematics program prepares teachers to use the
Alabama Course of
			 Study: Mathematics
and other guides to provide instruction in
			 mathematics. The standards build upon the Alabama Core Teaching Standards and
			 are guided by tenets of the Association for Middle Level Education, as well as
			 the 2020 standards of the National Council of Teachers of Mathematics (NCTM)
			 for middle level mathematics.
(2)
Program Curriculum.
In addition to meeting Rules
			 290-3-3-.03(6)(a)1. -4.,
			 290-3-3-.03(6)(e)1. and 2.(i)-(ii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.09(1),
			 the program shall prepare prospective middle-level mathematics teachers who
			 demonstrate knowledge of the mathematical domains identified in Rule
			 290-3-3-.07.02(2)(a).
(a)
Knowing and Understanding
			 Meaningful Mathematics.
Candidates demonstrate and apply understandings
			 of major mathematics concepts, procedures, knowledge, and applications within
			 and among mathematical domains of Number and Operations; Algebra and Functions;
			 Statistics and Probability; Geometry, Trigonometry, and Measurement.
1. Essential Concepts in Number and
			 Operations. Candidates demonstrate and apply understandings of major
			 mathematics concepts, procedures, knowledge, and applications of number
			 including flexibly applying procedures, and using real and rational numbers in
			 contexts, attending to units, developing solution strategies and evaluating the
			 correctness of conclusions. Major mathematical concepts in Number include
			 number systems (particularly rational numbers); algorithmic and recursive
			 thinking; number and set theory; ratio, rate of change, and proportional
			 reasoning; and structure, relationships, operations, and representations.
2. Essential Concepts in Algebra
			 and Functions. Candidates demonstrate and apply understandings of major
			 mathematics concepts, procedures, knowledge, and applications of algebra and
			 functions including how mathematics can be used systematically to represent
			 patterns and relationships among numbers and other objects, analyze change, and
			 model everyday events and problems of life and society. Essential Concepts in
			 Algebra and Functions include algebra that connects mathematical structure to
			 symbolic, graphical, and tabular descriptions; connecting algebra to functions;
			 induction; and develops families of functions of discrete and continuous
			 variables as a fundamental concept of mathematics.
3. Essential Concepts in Statistics and
			 Probability. Candidates demonstrate and apply understandings of major
			 mathematics concepts, procedures, knowledge, and applications of statistics and
			 probability including how statistical problem solving and decision making
			 depend on understanding, explaining, and quantifying the variability in a set
			 of data to make decisions. They understand the role of randomization and chance
			 in determining the probability of events. Essential Concepts in Statistics and
			 Probability include quantitative literacy; visualizing and summarizing data;
			 statistical inference; probability; exploratory data analysis and applied
			 problems and modeling.
4.
			 Essential Concepts in Geometry, Trigonometry, and Measurement. Candidates
			 demonstrate and apply understandings of major mathematics concepts, procedures,
			 knowledge, and applications of geometry including using visual representations
			 for numerical functions and relations, data and statistics, and networks, to
			 provide a lens for solving problems in the physical world. Essential Concepts
			 in Geometry, Trigonometry, and Measurement include measurement;
			 transformations; scale; graph theory; geometric arguments; reasoning and proof;
			 applied problems and modeling; development of axiomatic proof; and the
			 Pythagorean theorem.