

Expected by NCTM 

(Middle Level Mathematics Teachers) 

Pedagogy (Standard 8) In addition to knowing students as learners, mathematics teacher candidates should develop knowledge of and ability to use and evaluate instructional strategies and classroom organizational models, ways to represent mathematical concepts and procedures, instructional materials and resources, ways to promote discourse, and means of assessing student understanding. This section on pedagogy is to address this knowledge and skill. Standard 8: Knowledge of Mathematics Pedagogy Candidate possesses a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicators 8.6 Demonstrates knowledge of research results in the teaching and learning of mathematics. Standard 14: Knowledge of Data Analysis, Statistics, and Probability Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability. Indicators 14.1 Design investigations, collect data through random sampling or random assignment to treatments, and use a variety of ways to display the data and interpret data representations. 14.2 Draw conclusions involving uncertainty by using handson and computerbased simulation for estimating probabilities and gathering data to make inferences and decisions. 14.3 Identify misuses of statistics and invalid conclusions from probability. 14.4 Use appropriate statistical methods and technological tools to analyze data and describe shape, spread and center. 14.5 Investigate, interpret, and construct representations for conditional probability, geometric probability, and for bivariate data.
Last modified February 13, 2007
