Discrete Mathematics for Educators Appendix D

1.Teachers know the subjects they are teaching.

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

See Appendix C, Wisconsin Content Standards, for specific information regarding the content standards met in this course and the performance assessments used to evaluate them.

2.Teachers know how children grow.

The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

Not assessed in this course.

3.Teachers understand that children learn

differently.

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

The assignments, group project and student presentation are used to assess the ability to illustrate multiple viewpoints on the solution to various counting problems.

4.Teachers know how to teach.

The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.

A presentation is given by the students on a solution to a counting problem.

5.Teachers know how to manage a classroom.

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Not assessed in this course.

6.Teachers communicate well.

The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

The student is expected to illustrate mathematical communication skills in their assignments, tests and presentation.

7.Teachers are able to plan different kinds of lessons.

The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

A group project is assigned that involves discussion of lesson plans on a discrete mathematics topic for the classroom.

8.Teachers know how to test for student progress.

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

Not assessed in this course.

9.Teachers are able to evaluate themselves.

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

There are classroom discussions after the group projects and the presentations in which the students are expected to reflect and evaluate their own as well as their peers' work.

10.Teachers are connected with other teachers and the community.

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

The group projects and classroom discussions serve to help illustrate how adept the student are at working with colleagues.