## 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

##### 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.

##### 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 studentsâ€™ 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.