Graduates understand central concepts, tools of inquiry, and structures of the discipline of mathematics as well as core representations, canonical examples, and alternative algorithms germane to teaching secondary school mathematics.
Understanding of Mathematics Learners
Graduates make instructional decisions that 1) help students develop mathematical knowledge by building on prior knowledge and experience; 2) reflect how students differ cognitively, linguistically, socially, emotionally, and physically; 3) provide students regular opportunities to reason about and make sense of mathematics in an environment of high expectations and strong support.
Instructional Design for Mathematics Learning
Graduates can design learning environments and mathematical experiences that engage all students in the exploration and development of mathematical ideas and can effectively foster these environments and orchestrate these experiences by promoting conceptual understanding, procedural fluency, and authentic mathematical practices.
Assessment of Mathematical Learning
Graduates can design and use formative and summative assessments that monitor student progress, inform instructional decisions, and engage students in assessing their own mathematical learning.
Graduates demonstrate professionalism through maintaining appropriate relationships and behavior in the school setting, and by seeking opportunities to improve practice and advance the profession through reflecting on practice, soliciting and incorporating feedback, and contributing to professional, school, and community organizations.
Graduates seek integrity between their personal and professional lives consistent with the restored gospel of Jesus Christ by recognizing all students as children of God and striving to nurture their divine potential; applying gospel-centered principles of teaching and learning to family relationships, gospel service, and involvement in the community; and serving as examples of a Christ-centered life within their spheres of influence.
Graduates make instructional decisions that 1) develop students' understanding that mathematics and mathematical practices are human constructs that are socially situated; 2) provide mathematical and social positions that increase access for all students; 3) challenge systemic privilege and oppression in their classrooms; and 4) provide students opportunities to use mathematics to promote a socially just society.