Code of Maryland Regulations
Title 13A - STATE BOARD OF EDUCATION
Subtitle 07 - SCHOOL PERSONNEL
Chapter 13A.07.06 - Programs for Professionally Certified Personnel
Section 13A.07.06.14 - Teacher Preparation Competencies: Math Competencies

Universal Citation: MD Code Reg 13A.07.06.14

Current through Register Vol. 51, No. 19, September 20, 2024

A. Math Competencies. Teacher candidates seeking licensure to provide mathematics instruction shall demonstrate the competencies applicable to the area of licensure (PreK-Grade 3; Grades 1-6; Middle School or High School or both).

B. Content Knowledge. The teacher candidate shall:

(1) Apply mathematics content knowledge for teaching within the candidate's area of licensure;

(2) Candidates prepared to teach elementary education shall apply content knowledge for each of the four essential topics: Numbers and Operations, Algebraic Thinking, Geometry and Measurement, and Data Analysis and Probability;

(3) Demonstrate conceptual understanding, proficiency with procedural skills, and the ability to solve real world problems;

(4) Recognize the coherent progression of mathematical concepts both within an age/range/grade/course and across an age/range/grade/course;

(5) Use mathematics to model real world problems; and

(6) Use precise mathematical language.

C. Pedagogical Skills. The teacher candidate shall:

(1) Identify the appropriate sequence of mathematical learning targets for both a unit of study and an individual lesson;

(2) Construct collaborative and self-directed learning opportunities that reflect active student engagement in learning and a growth mindset;

(3) Develop strategies for responding to anticipated and present student misconceptions;

(4) Design rich mathematical tasks that help students develop the conceptual understanding, procedural skills, and the ability to apply the mathematics associated with learning targets;

(5) Integrate instructional strategies and teaching aids that enhance the learning of mathematics, such as multiple representations, manipulatives, calculators, and other technological aids; and

(6) Recognize productive struggles and unproductive struggles to promote perseverance and thinking flexibly.

D. The teacher candidate shall use multiple assessment tools and evidence-based instructional strategies to guide the mathematics instructional process.

E. The teacher candidate shall identify the cognitive process, learning theories, and developmental strategies related to the teaching and learning of mathematics.

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