Subp. 3. Subject matter standards, elementary education. A candidate must complete a preparation program for licensure under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to G and in at least one of subpart 4, items A to F:
A. A teacher of children in kindergarten through grade 6 and either preprimary children age three and above, young adolescents in grades 5 through 8, or a world language and culture in kindergarten through grade 8 must:
| 1) understand and apply the research base for and the best practices of kindergarten, elementary, and preprimary or middle level education; |
Readings from texts and articles throughout the semester in texts; discussions and response papers based on those readings, and assessment through application in lesson plans used for practicum teaching.
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| 6) apply the standards of effective practice in teaching students in kindergarten through grade 6 and in either preprimary or middle level through a variety of early and ongoing clinical experiences with kindergarten or primary and intermediate students and either preprimary or middle level students within a range of educational programming models. | Standards of effective practice as well as a description of application of the standard indicator(s) --a rationale is required in each lesson plan students write for methods courses. |
C. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply:
| 1) concepts of mathematical patterns, relations, and functions, including the importance of number and geometric patterns in mathematics and the importance of the educational link between primary school activities with patterns and the later conceptual development of important ideas related to functions and be able to: | Readings in Van de Walle (Chapters 9-11; 15-16 and portions of 17 & 18) regarding numbers, operations and fractions and decimals. Discussion in class about patterns in number (and nature); patterns and relations of fractions relationship of fractions to other rational numbers (including ratios, percentages and decimals). |
| (a) identify and justify observed patterns; | Readings in Van de Walle: Chapters 9, 10, and 11. Discussion in class about patterns in number (and nature); patterns and relations of fractions relationship of fractions to other rational numbers (including ratios, percentages and decimals). Calendar activities in class. |
| (b) generate patterns to demonstrate a variety of relationships; and | Readings in Van de Walle: Chapters 9, 10, and 11. Discussion in class about patterns in number (and nature); patterns and relations of fractions relationship of fractions to other rational numbers (including ratios, percentages and decimals). Calendar activities in class. |
| (c) relate patterns in one strand of mathematics to patterns across the discipline; | Discussion in class about patterns in number (and nature); patterns and relations of fractions relationship of fractions to other rational numbers (including ratios, percentages and decimals). Writing to learn assignments. |
(3) concepts of numerical literacy:
| a) possess number sense and be able to use numbers to quantify concepts in the students' world; | Readings in Van de Walle: Chapters 9, 10, 11, 13 & 14. Writing to learns: Chapter 9: 6 & 11; Chapter 10: 6 & 9; Chapter 11: 2. Chapter 13: 6, 9, & 11; Chapter 14: 3 & 5; AIMS activities: Stacking the facts, Area codes; Pack-10 Trading Centers; Multiplication Stretch |
| (b) understand a variety of computational procedures and how to use them in examining the reasonableness of the students' answers; | Readings in Van de Walle: Chapters 9, 10, 11, 13 & 14. Writing to learns: Chapter 9: 6 & 11; Chapter 10: 6 & 9; Chapter 11: 2. Chapter 13: 6, 9, & 11; Chapter 14: 3 & 5; AIMS activities: Stacking the facts, Area codes; Pack-10 Trading Centers; Multiplication Stretch . |
| (c) understand the concepts of number theory including divisibility, factors, multiples, and prime numbers, and know how to provide a basis for exploring number relationships; and | Readings in Van de Walle: Chapters 9, 10, 11, 13 & 14. Writing to learns: Chapter 9: 6 & 11; Chapter 10: 6 & 9; Chapter 11: 2. Chapter 13: 6, 9, & 11; Chapter 14: 3 & 5. |
| (d) understand the relationships of integers and their properties that can be explored and generalized to other mathematical domains; | Readings in Van de Walle: Chapters 9, 10, 11, 13 & 14. Writing to learns: Chapter 9: 6 & 11; Chapter 10: 6 & 9; Chapter 11: 2. Chapter 13: 6, 9, & 11; Chapter 14: 3 & 5. AIMS activities: Stacking the facts, Area codes; Pack-10 Trading Centers; Multiplication Stretch |
(5) data investigations:
| (a) use a variety of conceptual and procedural tools for collecting, organizing, and reasoning about data; | Data collection for monarch rearing. Experimental design overview |
| (b) apply numerical and graphical techniques for representing and summarizing data; | Data collection for monarch rearing. Experimental design overview |
| c) interpret and draw inferences from data and make decisions in a wide range of applied problem situations; and | Data collection for monarch rearing. Experimental design overview |
| (d) help students understand quantitative and qualitative approaches to answering questions and develop students' abilities to communicate mathematically; | Monarch rearing. Experimental design project in EDU 246 (K and A). |
(7) mathematical processes:
| (a) know how to reason mathematically, solve problems, and communicate mathematics effectively at different levels of formality; | Van de Walle writing to learns; Discussion of reasoning using Marilyn Burns book; notion as “proof” as a means of thinking about reasoning and communication in mathematics (Chapter 3: Van de Walle) and discussion |
| (b) understand the connections among mathematical concepts and procedures, as well as their application to the real world; | Van de Walle (Chapter 3) readings. Use of the Lesh model in lesson planning in math. |
| (c) understand the relationship between mathematics and other fields; and | Experimental design project with integration of mathematics (statistics). |
(8) mathematical perspectives:
| (b) know how to integrate technological and nontechnological tools with mathematics. | Use of technological tools (Virtual manipulatives with rational numbers) in exploration of concepts with fractions. Discussion of Marilyn Burns’ book and calculators crutch or tool |
B. A teacher with a specialty for teaching mathematics in grades 5 through 8 must demonstrate knowledge of fundamental concepts of mathematics and the connections among them. The teacher must know and apply:
(1) concepts of patterns, relations, and functions:
| (a) recognize, describe, and generalize patterns and build mathematical models to describe situations, solve problems, and make predictions; | EDU 373: Van de Walle: Chapters 9, 10, 11, 12, 13, 14, 15, 16, & 17. Writing to Learn problems sets for these chapters. |
| (d) understand patterns present in number systems and apply these patterns to further investigations; | EDU 373: Van de Walle: Chapters 9, 10, 11, 12, 13, 14, 15, 16, & 17. Writing to Learn problems sets for these chapters. |
(3) concepts of number sense:
| (a) understand number systems; their properties; and relations including whole numbers, integers, rational numbers, real numbers, and complex numbers; | EDU 373: Van de Walle: Chapters 9, 10, 11, 12, 13, 14, 15, 16, & 17. Writing to Learn problems sets for these chapters. |
| (b) possess an intuitive sense of numbers including a sense of magnitude, mental mathematics, estimation, place value, and a sense of reasonableness of results; | EDU 373: Van de Walle: Chapters 9, 10, 11, 12, 13, 14, 15, 16, & 17. Writing to Learn problems sets for these chapters. |
| (c) possess a sense for operations, application of properties of operations, and the estimation of results; | EDU 373: Van de Walle: Chapters 9, 10, 11, 12, 13, 14, 15, 16, & 17. Writing to Learn problems sets for these chapters. |
| (d) be able to translate among equivalent forms of numbers to facilitate problem solving; and | EDU 373: Van de Walle: Chapters 9, 10, 11, 12, 13, 14, 15, 16, & 17. Writing to Learn problems sets for these chapters. |
(5) concepts of data investigations:
| a) data and its power as a way to explore questions and issues; |
EDU 373: Van de Walle: Chapter 21 EDU 371: Experimental Design; Monarch Rearing EDU 247:Weather Assignment; Experimental Design (2) |
| b) investigation through data, including formulating a problem; devising a plan to collect data; and systematically collecting, recording, and organizing data; |
EDU 373: Van de Walle: Chapter 21 EDU 371: Experimental Design; Monarch Rearing EDU 247:Weather Assignment; Experimental Design (2) |
| (c) data representation to describe data distributions, central tendency, and variance through appropriate use of graphs, tables, and summary statistics; and |
EDU 373: Van de Walle: Chapter 21 EDU 371: Experimental Design; Monarch Rearing EDU 247:Weather Assignment; Experimental Design (2) |
| (d) predicting outcomes based on theoretical probabilities and comparing mathematical expectations with experimental results. |
EDU 373: Van de Walle: Chapter 21 EDU 371: Experimental Design; Monarch Rearing EDU 247:Weather Assignment; Experimental Design (2) |
Updated: January 25, 2006