Mathematics Student Teacher Final Form
Student Teacher ______Date______
Assignment______Time ______
Unsatisfactory / Basic / Proficient / Distinguished / N/AThe student teacher does not appear to understand the concepts underlying the component. Work on the fundamental practices is required for growth in this area. / The student teacher appears to understand the concepts underlying the component and attempts to implement its elements. Implementation is intermittent and/ or not entirely successful. Additional reading, observation, and experience may enable successful skill development. / The student teacher clearly understands the concepts underlying the component and implements it well. This implementation is consistent and effective. S/he demonstrates the likelihood of becoming an excellent teacher. / The student teacher has demonstrated an exemplary ability to create a community of student learners that has students motivated and engaged and assuming considerable responsibility for their own learning. S/he has the potential to be an outstanding first-year teacher. / The specific component
is not applicable to this observation.
Standards 1 / U / B / P / D / N/A
Uses knowledge of mathematics to formulate and solve problems using different strategies to verify and interpret results
Uses knowledge of mathematics to explore mathematical questions and conjectures, formulate counterexamples, generalize solutions, select and use various types of reasoning and methods of proof.
Uses knowledge of mathematics to organize and express mathematical thinking orally, in writing, and visually using mathematical notation and language
Uses knowledge of mathematics to demonstrate the integration of the concepts and procedures throughout mathematics and makes connections among other disciplines.
Uses knowledge of mathematics to create, use and translate among representation to organize model, record, and interpret mathematical thinking
Uses knowledge of mathematics to select and use appropriate technological tools
Standard 2 / U / B / P / D / N/A
Uses knowledge of numbers and number systems to formulate and solve problems using different strategies to verify and interpret results
Uses knowledge of numbers and number systems to explore mathematical questions and conjectures, formulate counterexamples, generalize solutions, select and use various types of reasoning and methods of proof.
Uses knowledge of numbers and number systems to organize and express mathematical thinking orally, in writing and visually using mathematical notation and language
Uses knowledge of numbers and number systems to demonstrate the integration of the concepts and procedures throughout mathematics and make connections with other disciplines
Uses knowledge of numbers and number systems to create, use and translate among representations to organize, model, record, and interpret mathematical thinking
Uses knowledge of numbers and number systems to select and use appropriate technological and concrete materials to explore and model mathematical thinking and solve problems
Standard 3
/U
/B
/P
/D
/N/A
Uses knowledge of concepts of patterns, functions, and algebra to formulate and solve problems using different strategies to verify and interpret results
/ / / /Uses knowledge of concepts of patterns, functions, and algebra to explore mathematical questions and conjectures, formulate counterexamples, generalize solutions, select and use various types of reasoning and methods of proof
/ / / /Uses knowledge of concepts of patterns, functions, and algebra to organize and express mathematical thinking orally, in writing, and visually using mathematical notations and language.
/ / / /Uses knowledge of concepts of patterns, functions, and algebra to demonstrate the integration of the concepts and procedures throughout mathematics and make connections with other disciplines.
/ / / /Uses knowledge of concepts of patterns, functions, and algebra to create, use, and translate among representations to organize, model, record, and interpret mathematical thinking
/ / / /Uses knowledge of concepts of patterns, functions, and algebra to select and use appropriate technological tools and concrete materials to explore and model mathematical thinking and solve problems
/ / / /Standard 4
/U
/B
/P
/D
/ N/AUses knowledge of geometry, measurement, and spatial visualization to formulate and solve problems using different strategies to verify and interpret results / / / /
Uses knowledge of geometry, measurement, and spatial visualization to select and use appropriate technological tools and concrete materials to explore and model mathematical thinking and solve problems / / / /
Uses knowledge of geometry, measurement, and spatial visualization to create, use, and translate among representations to organize, model, record, and interpret mathematical thinking / / / /
Uses knowledge of geometry, measurement, and spatial visualization to demonstrate the integration of the concepts and procedures throughout mathematics and make connections with other disciplines. / / / /
Uses knowledge of geometry, measurement, and spatial visualization to organize and express mathematical thinking orally, in writing, and visually using mathematical notations and language / / / /
Uses knowledge of geometry, measurement, and spatial visualization to explore mathematical questions and conjectures, formulate counterexamples, generalize solutions, select and use various types of reasoning and methods of proof / / / /
Standard 5
/ /B
/P
/D
/ N/AUses knowledge of data, probability and statistics visualization to formulate and solve problems using different strategies to verify and interpret results / / / /
Uses knowledge of data, probability and statistics visualization to explore mathematical questions and conjectures, formulate counterexamples, generalize solutions, select and use various types of reasoning and methods of proof / / / /
Uses knowledge of data, probability and statistics to organize and express mathematical thinking orally, in writing, and visually using mathematical notations and language / / / /
Uses knowledge of data, probability and statistics to demonstrate the integration of the concepts and procedures throughout mathematics and make connections with other disciplines.. / / / /
Uses knowledge of data, probability and to create, use, and translate among representations to organize, model, record, and interpret mathematical thinking / / / /
Uses knowledge of data, probability and statistics to select and use appropriate technological tools and concrete materials to explore and model mathematical thinking and solve problems / / / /
Standard 6
/U
/B
/P
/D
/ N/AUses knowledge of concepts of calculus to formulate and solve problems using different strategies to verify and interpret results / / / /
Uses knowledge of concepts of calculus to explore mathematical questions and conjectures, formulate counterexamples, generalize solutions, select and use various types of reasoning and methods of proof / / / /
Uses knowledge of concepts of calculus to organize and express mathematical thinking orally, in writing, and visually using mathematical notations and language / / / /
Uses knowledge of concepts of calculus to demonstrate the integration of the concepts and procedures throughout mathematics and make connections with other disciplines. / / / /
Uses knowledge of concepts of calculus to create, use, and translate among representations to organize, model, record, and interpret mathematical thinking / / / /
Uses knowledge of concepts of calculus to select and use appropriate technological tools and concrete materials to explore and model mathematical thinking and solve problems / / / /
Standard 7 /
U
/B
/P
/D
/ N/AUses knowledge of discrete processes and computer science to formulate and solve problems using different strategies to verify and interpret results / / / /
Uses knowledge of discrete processes and computer science to explore mathematical questions and conjectures, formulate counterexamples, generalize solutions, select and use various types of reasoning and methods of proof / / / /
Uses knowledge of discrete processes and computer science to organize and express mathematical thinking orally, in writing, and visually using mathematical notations and language / / / /
Uses knowledge of discrete processes and computer science to demonstrate the integration of the concepts and procedures throughout mathematics and make connections with other disciplines. / / / /
to create, use, and translate among representations to organize, model, record, and interpret mathematical thinking / / / /
Uses knowledge of discrete processes and computer science to select and use appropriate technological tools and concrete materials to explore and model mathematical thinking and solve problems / / / /
Standard 8 /
U
/B
/P
/D
/ N/AUses knowledge of history of mathematics to integrate relevant historical information into mathematical lessons / / / /
Uses knowledge of history of mathematics to enhance student learning and incorporate the contributions of individuals in the development of mathematics / / / /
Standard 9 /
U
/B
/P
/D
/ N/AUses knowledge of students as learners and of pedagogical strategies to promote effective learning of all students / / / /
Uses knowledge of students as learners and of pedagogical strategies to select and demonstrate effective mathematics instructional strategies / / / /
Uses knowledge of students as learners and of pedagogical strategies to use appropriate technology, manipulatives and other instructional tools to enhance the learning of mathematics concepts and processes / / / /
Uses knowledge of students as learners and of pedagogical strategies to apply current and emerging research trends in mathematics education / / / /
Written Comments:
Student Teacher ______Date______
Assignment______Time ______
3
Teacher Education Program-White Student Teacher-Pink
Cooperating Teacher-Yellow Major Advisor-Gold