K-6

8710.3200 TEACHERS OF ELEMENTARY EDUCATION WITH A SPECIALTY.

Subpart 1. Scope of Practice

Subpart 3. Subject matter standards, elementary education.

(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:

 

RULE Statement

 

Where statement is met.

 

How statement is demonstrated.

(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:

 

 

M1011,1013

  • (a) identify and justify observed patterns;

    • M1011,1013

  • (b) generate patterns to demonstrate a variety of relationships; and

    • M1011,1013

  • (c) relate patterns in one strand of mathematics to patterns across the discipline;

    • M1011,1013

    (2) concepts and techniques of discrete mathematics and how to use them to solve problems from areas including graph theory, combinatorics, and recursion and know how to:

    M1013 NEW

  • (a) help students investigate situations that involve counting finite sets, calculating probabilities, tracing paths in network graphs, and analyzing iterative procedures; and

    • M1013 NEW

  • (b) apply these ideas and methods in settings as diverse as the mathematics of finance, population dynamics, and optimal planning;

    • M1013 NEW

     

     

    (4) concepts of space and shape:

    M1013

  • (a) understand the properties and relationships of geometric figures;

    • M1013

  • (b) understand geometry and measurement from both abstract and concrete perspectives and identify real world applications; and

    • M1013

  • (c) know how to use geometric learning tools such as geoboards, compass and straight edge, ruler and protractor, patty paper, reflection tools, spheres, and platonic solids;

    • M1013

    (5) data investigations:

     M1013 NEW

  • (a) use a variety of conceptual and procedural tools for collecting, organizing, and reasoning about data;

    •  M1013 NEW

  • (b) apply numerical and graphical techniques for representing and summarizing data;

    • M1013 NEW

  • (c) interpret and draw inferences from data and make decisions in a wide range of applied problem situations; and

    • M1013 NEW

  • (d) help students understand quantitative and qualitative approaches to answering questions and develop students' abilities to communicate mathematically;

    • M1011, M1013

    (6) concepts of randomness and uncertainty:

    M1013 NEW

  • (a) probability as a way of describing chance in simple and compound events; and

    • M1013 NEW

  • (b) the role of randomness and sampling in experimental studies;

    • M1013 NEW

    (7) mathematical processes:

    M1011, M1013

  • (a) know how to reason mathematically, solve problems, and communicate mathematics effectively at different levels of formality;

    • M1011, M1013

  • (b) understand the connections among mathematical concepts and procedures, as well as their application to the real world;

    • M1011, M1013

  • (c) understand the relationship between mathematics and other fields; and

    •  M1011, M1013

  • (d) understand and apply problem solving, reasoning, communication, and connections; and

    • M1011, M1013

    (8) mathematical perspectives:

    M1011, M1013

  • (a) understand the history of mathematics and the interaction between different cultures and mathematics; and

    • M1011, M1013

  • (b) know how to integrate technological and nontechnological tools with mathematics.

    • M1011, M1013