New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 64 - SCHOOL PERSONNEL - COMPETENCIES FOR LICENSURE › Part 19 - COMPETENCIES FOR ELEMENTARY MATHEMATICS SPECIALISTS › Section 6.64.19.10 - PEDAGOGICAL KNOWLEDGE FOR TEACHING MATHEMATICS

Current through Register Vol. 35, No. 13, July 16, 2024
A. To promote and advocate for equitable,
				high-quality mathematics instruction for all students, the elementary
				mathematics specialist shall collaborate with teachers and administrators in
				supporting the diversities of the classroom and school, including cultural,
				disability, linguistic, gender, socioeconomic, and developmental, to:
(1) address issues of access and advancement
				at the individual student, classroom, school, school district, and charter
				school levels;
(2) establish clear
				goals within individual student learning progressions that utilize and build
				upon learners existing knowledge, skills, understandings, conceptions, and
				misconceptions to advance learning and use the goals to guide instructional
				decisions;
(3) purposefully
				construct guidelines and support for promoting a mathematics learning culture
				within the classroom environment, including specific routines and instructional
				strategies that help cultivate positive mathematics identities for all
				students;
(4) design student
				learning opportunities that:
(a) promote
				engagement in productive struggle and collaborative problem solving and extend
				the meaning and usefulness of mathematics in students daily lives;
(b) intentionally reward effort in
				mathematical learning;
(c) allow
				space for all students mathematical sense-making and include multiple entry
				points into problem solving;
(d)
				engage all students in making connection among mathematical representations to
				deepen understanding of mathematical concepts and procedures as tools for
				problem solving;
(e) provide ample
				opportunity for all students to engage in academic discourse around
				mathematical problem solving as well as for individual expression in problem
				solving, such as through oral or written explanation or sharing of mathematical
				thinking;
(f) utilize purposeful
				questions to assess and advance all students reasoning and sense-making about
				important mathematical ideas and relationships;
(g) diagnose and leverage mathematical
				misconceptions and errors to design appropriate learning opportunities that
				support all students mathematical conceptual development, understandings, and
				identities;
(h) integrate the use
				of appropriate mathematical tools and technology as essential resources to
				support students in making sense of mathematical ideas and communicating their
				mathematical thinking;
(i)
				encourage mathematical explorations among peers to extend learning
				opportunities; and
(j) assess all
				student abilities, through formative and summative assessments, and develop
				actionable strategies to help all students fill in learning gaps; and
(5) Reflect and take action to
				adjust instructional approaches characterized by:
(a) the use of evidence to adjust instruction
				continually in ways that support and extend learning for all students,
				including differentiation and enrichment;
(b) the use of strategies deliberately
				designed to support specific groups of student learners; and
(c) organized support of delivery of
				developmentally appropriate instruction that is responsive to individual
				learners.