February 1998 -- Reformatted 8/01

Professional Teaching Standards for Secondary Mathematics Teachers (7-12)

Teachers possess a strong foundation of mathematical knowledge.

This is demonstrated by:

• having a command of the subject matter and exhibiting a broad and current knowledge of math and math education.
• having a math endorsement if teaching courses above pre-algebra.
• modeling the correct use of numerical, symbolic, graphical, and verbal modes of communicating mathematical ideas.

Teachers understand cognitive theory as it relates to learning mathematics.

This is demonstrated by:

• varying instructional techniques to accommodate different learning outcomes and to meet the needs of students’ different learning styles.
• ability to provide justification for chosen teaching strategies.

Teachers are responsible for establishing a classroom atmosphere supportive of every student’s mathematical growth.

This is demonstrated by:

• fostering an attitude in students that encourages persistence, varying original approaches to problem solving, and a willingness to contribute to class discussions.
• when appropriate, making manipulatives available to help students develop their understanding of abstract concepts or as an aid to problem solving.
• when appropriate, making technology available to explore concepts and as an aid in problem solving.
• providing students opportunities to work both independently and collaboratively on problem solving.
• making adjustments for individual needs as necessary and feasible.

Teachers are responsible for selecting worthwhile classroom activities.

This is demonstrated by selecting or designing activities that:

• are consistent with a recognized standard such as NCTM Standards, District Math Frameworks, etc.
• engage and challenge students.
• support the intended learning objective.
• provide students opportunities to explore mathematically significant ideas.
• develop students’ ability to communicate mathematical ideas to a variety of audiences.
• require the use of math in the context of other disciplines or in applied learning projects.
• require students to develop/refine their problem-solving skills as outlined in recognized standards.

Teachers provide ample opportunities for effective communication about mathematics.

This is demonstrated by:

• requiring the use of standard mathematical notation.
• providing activities that require graphical/pictorial representation of ideas.
• providing activities that require the organization/analysis of numerical data.
• providing activities that require talking and writing about mathematical ideas (e.g., group work, presentations, justifications, reflections, etc.)

Teachers are responsible for assessing student understanding of mathematics.

This is demonstrated by:

• assessing student’s knowledge of content.
• assessing students’ computation and/or symbol manipulation skills.
• assessing students’ communication skills.
• assessing student’s problem-solving skills.
• providing opportunities for students to experience test questions and tasks similar to those on district and state assessments.

Teachers are responsible for staying current with best practice in math education.

This is demonstrated by:

• keeping apprized of current research, reform efforts, and new technology relating to math education.