Learning Standards
This course addresses five equally important and interrelated standards that describe the knowledge, skills, and dispositions that well-prepared beginning teachers of elementary mathematics need by the end of their initial teacher preparation program. These standards are based on the recommendations of the Association of Mathematics Teacher Educators, and you can find very detailed descriptions of these standards and the indicators that you have met each standards are available on here: https://amte.net/sptm.
Additionally, this page includes a table that shows how the learning standards and their main learning objectives map to standards for preparing elementary teachers and teachers of mathematics as outlined by UTK ProCADs, AMTE, CAEP Standards, InTASC Standards, and TN Literacy Standards.
1. Demonstrate knowledge of mathematics concepts, practices, and curriculum.
Well-prepared beginning teachers of mathematics possess robust knowledge of mathematical concepts that underlie what they encounter in teaching. They engage in appropriate mathematical practices and support their students in doing the same. They can read, analyze, and discuss curriculum, assessment, and standards documents as well as students’ mathematical procedures.
Indicators that you have met this learning standard:
2. Demonstrate pedagogical knowledge and practices for teaching mathematics.
Well-prepared beginning teachers of mathematics have foundations of pedagogical knowledge, effective and equitable mathematics teaching practices, and positive and productive dispositions toward teaching mathematics to support students’ sense making, understanding, and reasoning.
Indicators that you have met this learning standard:
- You can promote equitable teaching by planning for and implementing effective instruction.
- You can analyze and learn from teaching practice.
- You value collaboration with colleagues, families, and community members as a way to enhance your teaching practice.
3. Demonstrate knowledge of students as learners of mathematics.
Well-prepared beginning teachers of mathematics have foundational understanding of students’ mathematical knowledge, skills, and dispositions. They also know how these understandings can contribute to effective teaching and are committed to expanding and deepening their knowledge of students as learners of mathematics.
Indicators that you have met this learning standard:
4. Demonstrate awareness of social contexts of mathematics teaching and learning.
Well-prepared beginning teachers of mathematics realize that the social, historical, and institutional contexts of mathematics affect teaching and learning and know about and are committed to their critical roles as advocates for each and every student.
Indicators that you have met this learning standard:
- You demonstrate a commitment to providing access and advancement, cultivating positive mathematical identities, and drawing on students’ mathematical strengths for every student.
- You understand power and privilege in the history of mathematics education, and as a result, demonstrate commitment to enacting ethical practice for advocacy for every student, particularly those struggling students or those students from historically and systematically marginalized groups.
5. Demonstrate a work ethic worthy of a noble profession.
Well-prepared beginning teachers of mathematics recognize that teaching mathematics is complex and that learning to teach mathematics more effectively is a career-long endeavor. They know that always looking to improve their teaching requires maximum effort, reflection, and collaboration.
Indicators that you have met this learning standard:
- You attend every class and engage thoughtfully and fully with activities and discussions.
- You complete tasks (e.g., homework, major assignments, readings) in a thorough, thoughtful, reflective, and timely manner.
- You collaborate with your peers in a way that maximizes your learning and the learning of the group.