

Expected by NCTM 

(Secondary 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, and use a variety of ways to display data and interpret data representations that may include bivariate data, conditional probability and geometric probability. 14.2 Use appropriate methods such as random sampling or random assignment of treatments to estimate population characteristics, test conjectured relationships among variables, and analyze data. 14.3 Use appropriate statistical methods and technological tools to describe shape and analyze spread and center. 14.4 Use statistical inference to draw conclusions from data. 14.5 Identify misuses of statistics and invalid conclusions from probability. 14.6 Draw conclusions involving uncertainty by using handson and computerbased simulation for estimating probabilities and gathering data to make inferences and conclusions. 14.7 Determine and interpret confidence intervals.
Last modified February 13, 2007
