Compilation of Rules and Regulations of the State of Georgia
Department 505 - PROFESSIONAL STANDARDS COMMISSION
Chapter 505-3 - EDUCATOR PREPARATION RULES
Rule 505-3-.27 - Mathematics Education Program
Universal Citation: GA Rules and Regs r 505-3-.27
Current through Rules and Regulations filed through March 20, 2024
(1) Purpose. This rule states field-specific content standards for approving programs that prepare individuals to teach Mathematics in grades 6-12, and supplements requirements in GaPSC Rule 505-3-.01 REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS and in GaPSC Rule 505-3-.03 FOUNDATIONS OF READING, LITERACY, AND LANGUAGE.
(2) Requirements.
(a) To receive
approval, a GaPSC-approved educator preparation provider shall offer an
educator preparation program described in program planning forms, catalogs, and
syllabi addressing the following standards adapted from the standards published
in 2020 by the National Council of Teachers of Mathematics (NCTM) and the
National Standards for Personal Financial Education published in 2021 by the
Council for Economic Education and Jump Start.
1.
Knowing and Understanding
Mathematics. Candidates demonstrate and apply understandings of
major mathematics concepts, procedures, knowledge, and applications within and
among mathematical domains of Number; Algebra and Functions; Calculus;
Statistics and Probability; Geometry, Trigonometry, and Measurement.
(i) Essential Concepts in Number. Candidates
demonstrate and apply understandings of major mathematics concepts, procedures,
knowledge, and applications of number including flexibly applying procedures,
using real and rational numbers in contexts, developing solution strategies,
and evaluating the correctness of conclusions. Major mathematical concepts in
Number include number theory; ratio, rate, and proportion; and structure,
relationships, operations, and representations.
(ii) Essential Concepts in Algebra and
Functions. Candidates demonstrate and apply understandings of major mathematics
concepts, procedures, knowledge, and applications of algebra and functions
including how mathematics can be used systematically to represent patterns and
relationships including proportional reasoning, to analyze change, and to model
everyday events and problems of life and society. Essential Concepts in Algebra
and Functions include algebra that connects mathematical structure to symbolic,
graphical, and tabular descriptions; connecting algebra to functions; and
developing families of functions as a fundamental concept of mathematics.
Additional Concepts should include algebra from a more theoretical approach,
including relationships between structures (e.g., groups, rings, and fields) as
well as formal structures for number systems and numerical and symbolic
calculations.
(iii) Essential
Concepts in Calculus. Candidates demonstrate and apply understandings of major
mathematics concepts, procedures, knowledge, and applications of calculus,
including the mathematical study of the calculation of instantaneous rates of
change and the summation of infinitely many small factors to determine some
whole. Essential Concepts in Calculus include limits, continuity, the
Fundamental Theorem of Calculus, and the meaning and techniques of
differentiation and integration.
(iv) Essential Concepts in Statistics and
Probability. Candidates demonstrate and apply understandings of statistical
thinking and the major concepts, procedures, knowledge, and applications of
statistics and probability including how statistical problem solving and
decision making depend on understanding, explaining, and quantifying the
variability in a set of data to make decisions. They understand the role of
randomization and chance in determining the probability of events. Essential
Concepts in Statistics and Probability include quantitative literacy,
visualizing and summarizing data, statistical inference, probability, and
applied problems.
(v) Essential
Concepts in Geometry, Trigonometry, and Measurement. Candidates demonstrate and
apply understandings of major mathematics concepts, procedures, knowledge, and
applications of geometry, including using visual representations for numerical
functions and relations, data and statistics, and networks, to provide a lens
for solving problems in the physical world. Essential Concepts in Geometry,
Trigonometry, and Measurement include transformations, geometric arguments,
reasoning and proof, applied problems, and non-Euclidean geometries.
2.
Knowing and Using
Mathematical Processes. Candidates demonstrate, within or across
mathematical domains, their knowledge of and ability to apply the mathematical
processes of problem solving; reason and communicate mathematically; and engage
in mathematical modeling. Candidates apply technology appropriately within
these mathematical processes.
(i) Problem
Solving. Candidates demonstrate a range of mathematical problem-solving
strategies to make sense of and solve non-routine problems (both contextual and
non-contextual) across mathematical domains.
(ii) Reasoning and Communicating. Candidates
organize their mathematical reasoning and use the language of mathematics to
express their mathematical reasoning precisely, both orally and in writing, to
multiple audiences.
(iii)
Mathematical Modeling and Use of Mathematical Models. Candidates understand the
difference between the mathematical modeling process and models in mathematics.
Candidates engage in the mathematical modeling process and demonstrate their
ability to model mathematics.
3.
Knowing Students and Planning
for Mathematical Learning. Candidates use knowledge of students
and mathematics to plan rigorous and engaging mathematics instruction
supporting students' access and learning. The mathematics instruction developed
provides fair, culturally responsive opportunities for all students to learn
and apply mathematics concepts, skills, and practices.
(i) Student Differences. Candidates identify
and use students' individual and group differences when planning rigorous and
engaging mathematics instruction that supports students' meaningful
participation and learning.
(ii)
Students' Mathematical Strengths. Candidates identify and use students'
mathematical strengths to plan rigorous and engaging mathematics instruction
that supports students' meaningful participation and learning.
(iii) Positive Mathematical Identities.
Candidates understand that teachers' interactions impact individual students by
influencing and reinforcing students' mathematical identities, positive or
negative, and plan experiences and instruction to develop and foster positive
mathematical identities.
4.
Teaching Meaningful
Mathematics. Candidates implement effective teaching practices to
support rigorous mathematical learning for a full range of students. Candidates
establish rigorous mathematics learning goals, engage students in high
cognitive demand learning, use mathematics-specific tools and representations,
elicit and use student responses, develop conceptual understanding and
procedural fluency, and pose purposeful questions to facilitate student
discourse.
(i) Establish Rigorous Mathematics
Learning Goals. Candidates establish rigorous mathematics learning goals for
students based on mathematics standards and practices.
(ii) Engage Students in High Cognitive Demand
Learning. Candidates select or develop and implement high cognitive demand
tasks to engage students in mathematical learning experiences that promote
reasoning and sense making.
(iii)
Incorporate Mathematics-Specific Tools. Candidates select mathematics-specific
tools, including technology, to support students' learning, understanding, and
application of mathematics and to integrate tools into instruction.
(iv) Use Mathematical Representations.
Candidates select and use mathematical representations to engage students in
examining understandings of mathematics concepts and the connections to other
representations.
(v) Elicit and Use
Student Responses. Candidates use multiple student responses, potential
challenges, and misconceptions, and they highlight students' thinking as a
central aspect of mathematics teaching and learning.
(vi) Develop Conceptual Understanding and
Procedural Fluency. Candidates use conceptual understanding to build procedural
fluency for students through instruction that includes explicit connections
between concepts and procedures.
(vii) Facilitate Discourse. Candidates pose
purposeful questions to facilitate discourse among students that ensures each
student learns rigorous mathematics and builds a shared understanding of
mathematical ideas.
5.
Assessing Impact on Student Learning. Candidates
assess and use evidence of students' learning of rigorous mathematics to
improve instruction and subsequent student learning. Candidates analyze
learning gains from formal and informal assessments for individual students,
the class as a whole, and subgroups of students disaggregated by demographic
categories, and they use this information to inform planning and teaching.
(i) Assessing for Learning. Candidates
select, modify, or create both informal and formal assessments to elicit
information on students' progress toward rigorous mathematics learning
goals.
(ii) Analyze Assessment
Data. Candidates collect information on students' progress and use data from
informal and formal assessments to analyze progress of individual students, the
class as a whole, and subgroups of students disaggregated by demographic
categories toward rigorous mathematics learning goals.
(iii) Modify Instruction. Candidates use the
evidence of student learning of individual students, the class as a whole, and
subgroups of students disaggregated by demographic categories to analyze the
effectiveness of their instruction with respect to these groups. Candidates
propose adjustments to instruction to improve student learning for each and
every student based on the analysis.
6.
Social and Professional
Context of Mathematics Teaching and Learning. Candidates are
reflective mathematics educators who collaborate with colleagues and other
stakeholders to grow professionally, to support student learning, and to create
mathematics learning environments that meet the learning needs of each student.
(i) Promote Differentiated Learning
Environments. Candidates seek to create responsive learning environments by
identifying beliefs about teaching and learning mathematics, and associated
classroom practices that ensure individual mathematical learning needs are met
for each student.
(ii) Promote
Positive Mathematical Identities. Candidates reflect on their impact on
students' mathematical identities and develop professional learning goals that
promote students' positive mathematical identities.
(iii) Engage Families and Community.
Candidates communicate with families to share and discuss strategies for
ensuring the mathematical success of their children.
(iv) Collaborate with Colleagues. Candidates
collaborate with colleagues to grow professionally and support student learning
of mathematics.
7.
Teaching Financial Literacy. Candidates demonstrate
and apply understandings of the six major financial literacy concepts of
earning income, spending, saving, investing, managing credit, and managing risk
to plan rigorous and engaging instruction supporting students' practical
application of financial literacy knowledge and skills. The financial literacy
instruction developed provides fair, culturally responsive opportunities for
all students to learn and apply financial literacy concepts, skills, and
practices. The six major concepts of financial literacy are defined as follows:
(i) Earning Income. Most people earn wage and
salary income in return for working, and they can also earn income from
interest, dividends, rents, entrepreneurship, business profits, or increases in
the value of investments. Employee compensation may also include access to
employee benefits such as retirement plans and health insurance. Employers
generally pay higher wages and salaries to more educated, skilled, and
productive workers. The decision to invest in additional education or training
can be made by weighing the benefit of increased income-earning and career
potential against the opportunity costs in the form of time, effort, and money.
Spendable income is lower than gross income due to taxes assessed on income by
federal, state, and local governments.
(ii) Spending. A budget is a plan for
allocating a person's spendable income to necessary and desired goods and
services. When there is sufficient money in their budget, people may decide to
give money to others, save, or invest to achieve future goals. People can often
improve their financial well-being by making well-informed spending decisions,
which includes critical evaluation of price, quality, product information, and
method of payment. Individual spending decisions may be influenced by financial
constraints, personal preferences, unique needs, peers, and
advertising.
(iii) Saving. People
who have sufficient income can choose to save some of it for future uses such
as emergencies or later purchases. Savings decisions depend on individual
preferences and circumstances. Funds needed for transactions, bill-paying, or
purchases, are commonly held in federally insured checking or savings accounts
at financial institutions because these accounts offer easy access to their
money and low risk. Interest rates, fees, and other account features vary by
type of account and among financial institutions, with higher rates resulting
in greater compound interest earned by savers.
(iv) Investing. People can choose to invest
some of their money in financial assets to achieve long-term financial goals,
such as buying a house, funding future education, or securing retirement
income. Investors receive a return on their investment in the form of income
and/or growth in value of their investment over time. People can more easily
achieve their financial goals by investing steadily over many years,
reinvesting dividends, and capital gains to compound their returns. Investors
have many choices of investments that differ in expected rates of return and
risk. Riskier investments tend to earn higher long-run rates of return than
lower-risk investments. Investors select investments that are consistent with
their risk tolerance, and they diversify across a number of different
investment choices to reduce investment risk.
(v) Managing Credit. Credit allows people to
purchase and enjoy goods and services today, while agreeing to pay for them in
the future, usually with interest. There are many choices for borrowing money,
and lenders charge higher interest and fees for riskier loans or riskier
borrowers. Lenders evaluate creditworthiness of a borrower based on the type of
credit, past credit history, and expected ability to repay the loan in the
future. Credit reports compile information on a person's credit history, and
lenders use credit scores to assess a potential borrower's creditworthiness. A
low credit score can result in a lender denying credit to someone they perceive
as having a low level of creditworthiness. Common types of credit include
credit cards, auto loans, home mortgage loans, and student loans. The cost of
post-secondary education can be financed through a combination of grants,
scholarships, work-study, savings, and federal or private student
loans.
(vi) Managing Risk. People
are exposed to personal risks that can result in lost income, assets, health,
life, or identity. They can choose to manage those risks by accepting,
reducing, or transferring them to others. When people transfer risk by buying
insurance, they pay money now in return for the insurer covering some or all
financial losses that may occur in the future. Common types of insurance
include health insurance, life insurance, and homeowner's or renter's
insurance. The cost of insurance is related to the size of the potential loss,
the likelihood that the loss event will happen, and the risk characteristics of
the asset or person being insured. Identity theft is a growing concern for
consumers and businesses. Stolen personal information can result in financial
losses and fraudulent credit charges. The risk of identity theft can be
minimized by carefully guarding personal financial information.
8.
Secondary Field
Experiences and Clinical Practice. Secondary mathematics
candidates engage in a planned sequence of field experiences and clinical
practice in a variety of settings under the supervision of experienced and
highly qualified mathematics teachers. They develop a broad experiential base
of knowledge, skills, effective approaches to mathematics teaching and
learning, and professional behaviors across both middle and high school
settings that involve a wide range and varied groupings of students. Candidates
experience a full-time student teaching/internship in secondary mathematics
supervised by an EPP supervisor, with secondary mathematics teaching experience
or an equivalent knowledge base.
(b) The program shall prepare candidates who
meet the Secondary (6-12) standards for the teaching of reading as specified in
GaPSC Rule
505-3-.03 FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE (paragraph (3) (e)).
O.C.G.A. § 20-2-200.
Disclaimer: These regulations may not be the most recent version. Georgia may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.