Proposed+Edits+to+the+Math+CCT

CCT Mathematics 2009 Revision Mathematics teachers at all levels possess a deep understanding of the mathematical content they are teaching and where it fits in the spectrum of mathematical knowledge. In doing this, teachers: Mathematics teachers use their knowledge of the mathematical development and learning characteristics of their students. In doing this, teachers: ·  Design instruction that reflects an understanding of how students learn mathematics, what mathematics their students already know and how to develop further understanding. ·   Effectively utilize a variety of strategies and resources to assist students from diverse linguistic and cultural backgrounds, students with specific disabilities, and students who have special talents or interests in mathematics Mathematics teachers plan and implement mathematics instruction utilizing their knowledge of their students, effective mathematical pedagogy, and student assessment data. In doing this, teachers: Mathematics teachers design and manage an environment that supports the learning of mathematics by each member of the learning community. In doing this, teachers: Mathematics teachers use assessment to support and enhance the learning of important mathematics. In doing this, teachers:
 * Domain 1. **
 * Content and Essential Skills **
 * Understand the key concepts, and processes of mathematics including ideas from number and operations, geometry and measurement, data analysis and probability, algebra and functions, and concepts of calculus.
 * Understand how technology impacts what mathematics students should learn as well as how they can best learn it.
 * Have a broad understanding of the Pre-k to 12 mathematics curriculum.
 * Make connections among mathematical topics and their relationship to other disciplines and contextual applications.
 * Domain 2. **
 * Development and Characteristics of Learners **
 * Domain 3. **
 * Planning and Instruction **
 * Utilize appropriate data about students and previous mathematics learning to inform their practice and plan mathematics instruction.
 * Regularly engage students in the critical mathematics processes of problem solving, reasoning and proof, communication, making connections and representation.
 * Use technology to enhance student understanding of mathematical concepts and skills not as a replacement for basic understanding of those concepts and skills.
 * Domain 4. **
 * Managing, Monitoring and Motivating Student Behavior and Engagement **
 * Maintain high expectations and provide meaningful mathematics learning opportunities for all students.
 * Create an intellectual environment that supports and encourages students to reason mathematically, use a variety of approaches to solve problems, make and defend conjectures, and respond to mathematical arguments.
 * Create or select mathematical tasks that take advantage of the capabilities of current technology.
 * Design lessons that are interdisciplinary and focused on relevant problems that require contemporary solutions.
 * Domain 5. **
 * Assessing Learning **
 * Understand and know when and how to use assessments in mathematics e.g. open-ended questions, selected-response items, performance tasks, self assessments, observations, conversations, journals, and portfolios to enhance student learning.
 * Use assessment to gather data about student learning and use the data to plan further instruction.
 * Use assessment to determine the effectiveness of instructional approaches and materials in helping students make sense of mathematical concepts and procedures