The instructor demonstrates an understanding of multiple student strategies, misconceptions, and/or solution paths for solving a given mathematical task by investigating and listing them beforehand. The instructor also facilitates interactions where participants anticipate possible student strategies to look for when their students interact with the assigned task. In addition, participants should sort or sequence the strategies in a way that highlights the math content-focused learning goal (math goal), typically moving from least to most sophisticated based on a given criteria (e.g., concrete to abstract, representations vs. thinking strategies, etc.) and connect these strategies to other activities throughout the day.
The intention of this competency is to examine the degree to which the instructor knows and effectively transfers understanding of multiple student strategies that may be used to solve a given mathematical task, both through planning ahead of time and by providing opportunities for participant learning. A logical place to demonstrate this competency would be during the “New Student Task” segment, but that is not necessarily the only point where this competency can be demonstrated.
The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for each question in Parts 1 and 3, and a “Yes” each component in Part 2.
(300-word limit for each response)
Part A
Instructor must submit photo(s) of the student strategy list generated in class, demonstrating anticipation of student strategies. The rubric in this section will focus on the comparison between the instructors’ anticipated strategies and the participants’ anticipated strategies and ways in which the instructor addressed misconceptions or gaps in prior knowledge.
Part B
To view the rubric associated with this part, please download the requirements doc at the bottom of the page.
(300-word limit for each response)
Part C
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