Description
This stack is designed to provide mathematics educators at every level with demonstrable experiences in research-based mathematics instructional practices where every student is engaged in discourse-rich, cognitively demanding, and equitable mathematics learning environments.
What You'll Demonstrate
You will demonstrate essential components in lesson preparation, delivery, and reflection vital for high-quality mathematics instruction.
Who Should Apply
- PK12 teachers of mathematics,
- instructional coaches,
- and other education support professionals
Micro-credentials
Demonstrating Fraction Addition Strategies
The educator demonstrates for learners multiple research-based strategies to add fractions.
Demonstrating Fraction Subtraction Strategies
The educator demonstrates for learners multiple research-based strategies to subtract fractions.
Developing Appropriate Story Problems
The educator identifies key problem structures in the design of addition and subtraction story problems and develops story problems appropriate to advance student understanding of addition and subtraction concepts.
Facilitating a Mathematical Discussion
The educator facilitates a productive mathematics discussion about a mathematical task that promotes mathematical reasoning.
Implementing Tasks: Mathematical Reasoning
The educator uses a five-part planning protocol to demonstrate a thoughtful setup for the lesson and plans for the implementation of a task that promotes mathematical reasoning.
Planning for Student Discussions
The educator plans for a productive mathematics discussion about a mathematical task that promotes students' mathematical reasoning.
Promoting Mathematical Reasoning
The educator identifies cognitively demanding tasks (based upon Task Analysis Guide) that address a grade-appropriate learning goal that promotes mathematical reasoning.
Supporting Students: Mathematical Reasoning
The educator plans for the exploration of a task that promotes students' mathematical reasoning.
Understanding Place Value Progression
The educator selects tasks that encourage the use of multiple representations of mathematical ideas through the collection of student work samples that make use of differing representations of mathematical content.
Using Funds of Knowledge in Mathematics Instruction
The educator selects from a menu of ideas for bringing in individual students' experiences and practices outside of school to design mathematical learning opportunities.
Using Multiple Representations
The educator identifies and selects a cognitively demanding task (based upon Task Analysis Guide) addressing a grade-appropriate learning goal that promotes using multiple representations.
Planning Purposeful Questions
The educator intentionally plans for questions to help deepen learner understanding and broaden mathematical thinking.
Collecting and Analyzing Assessment Data
The teacher demonstrates effective use of formative and summative assessment practices to uncover and make sense of students' mathematical understanding of a specific mathematics concept.
Collecting and Analyzing Assessment Data
The teacher demonstrates effective use of formative and summative assessment practices to uncover and make sense of students' mathematical understanding of a specific mathematics concept.
Using Funds of Knowledge in Mathematics Instruction
The teacher selects from a menu of ideas for bringing in individual students’ experiences and practices outside of school to design mathematical learning opportunities.
Diagnostic Interviews in the Mathematics Classroom
The teacher demonstrates effective use of diagnostic interview techniques to elicit student thinking and appropriately analyzes the collected data.