and addressing student misconceptions. - Engage students in communicating about mathematics. and addressing student misconceptions. Engage students in communicating about mathematics. and addressing student misconceptions. - Engage students in communicating about mathematics. - Use students’ misconceptions as opportunities for learning. Element 3f Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. - Plan, select, and implement formative and summative assessments. Interpret and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. - Plan, select, and implement formative and summative assessments. Interpret and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. - Plan, select, and implement formative and summative assessments. - Interpret and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. Use assessment results for subsequent instructional planning. Element 3g Monitor students’ progress, make instructional decisions, and measure students’ mathematical understanding and ability using formative and summative assessments. Use both formative and summative assessment data in making instructional decisions. - Monitor students’ progress using a variety of assessment tools that gauge advancement toward stated learning goals. - Use both formative and summative assessments to measure students’ mathematical understanding and ability. Use both formative and summative assessment data in making instructional decisions. - Monitor students’ progress using a variety of assessment tools that gauge advancement toward stated learning goals. - Use both formative and summative assessments to measure students’ mathematical understanding and ability. Use both formative and summative assessment data in making instructional decisions. - Monitor students’ progress using a variety of assessment tools that gauge advancement toward stated learning goals. - Use, modify, and/or design both formative and summative assessments based upon students’ prior knowledge and experiences to measure students’ mathematical understanding and ability. - Design assessment processes that distinguish among developmental
evidence that middle grades candidates: Element 4a Exhibit knowledge of and adolescent learning, development, and behavior and demonstrate a positive disposition toward mathematical processes and learning. - Exhibit knowledge of pre-adolescent and adolescent learning, development, and behavior. - Demonstrate a positive disposition toward mathematical processes and learning. - Exhibit knowledge of pre-adolescent and adolescent learning, development, and behavior. - Demonstrate a positive disposition toward mathematical processes and learning. - Exhibit knowledge of pre-adolescent and adolescent learning, development, and behavior. - Demonstrate a positive disposition toward mathematical processes and learning. - Know how students construct knowledge, acquire skills, and develop disciplined thinking processes. Element 4b Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded in mathematics education research in students are actively engaged in building new knowledge from prior knowledge and experiences. - Plan and create sequential learning opportunities in which students connect new learning to prior knowledge and experiences. - Create a sequence of developmentally appropriate and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge. - Plan and create sequential learning opportunities in students connect new learning to prior knowledge and experiences - Create a sequence of developmentally appropriate and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge. - Plan and create sequential learning opportunities in which students connect new learning to prior knowledge and experiences - Create a sequence of developmentally appropriate and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge. - Create a developmentally appropriate and challenging sequence of instruction for all students that shows a progression of learning over time toward proficiency and understanding. Element 4c Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms and - Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms to motivate and engage students. - Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms to motivate and engage students. - Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms to motivate and engage students.
various stakeholders; and advance their development as a reflective practitioner. - Involve colleagues, other school professionals, families, and various stakeholders in the educational process. - Continue their development as a reflective practitioner. - Involve colleagues, other school professionals, families, and various stakeholders in the educational process. - Continue their development as a reflective practitioner. - Involve colleagues, other school professionals, families, and various stakeholders in the educational process. - Continue development as a reflective practitioner. - Use resources, analyses of instruction, and professional development experiences to enhance student learning of mathematics. Element 6c Use resources from professional mathematics education organizations such as print, digital, and virtual resources and collections. - Use resources from professional mathematics education organizations such as digital, and virtual resources and collections. - Use resources from professional mathematics education organizations such as print, digital, and virtual resources and collections. - Use resources from professional mathematics education organizations such as print, digital, and virtual resources and collections. - Use research-based resources from professional mathematics education organizations that target positively impacting student learning.