Standards for Elementary Mathematics Specialists: A Reference for Teacher Credentialing and Degree Programs

Summary

This 2013 document is an update of one published by the Association of Mathematics Teacher Educators (AMTE) in 2009. This version includes alignment with the recommendations in the Mathematics Education of Teachers II and content to implement Common Core State Standards – Mathematics.

The Standards describe  elementary mathematics specialists, explains why they are important, and provides evidence of their impact on students’ mathematics learning.  At the time of publication, 2013, fewer than half of the states, 18, offered designations for elementary mathematics specialists though there is a need in every state.  The Standards suggest that elementary mathematics specialists obtain their teaching certification and have three additional years of teaching experience including the completion of 24 semester hours  across these  three areas:

Content Knowledge

• Deep understanding of mathematics in K-8 including: Numbers and Operations, Algebra and Functions, Geometry and Measurement, Data Analysis and Probability.
• Specialized mathematics knowledge for teaching that includes: supporting the development of mathematical proficiency, creating  opportunities for learners to develop the standards for mathematical practice, diagnosing mathematics misconceptions, and designing tasks to support the learning of new mathematical ideas.

Pedagogical Knowledge

• Learners and Learning: Specialists must know and be able to support learning and learning by doing  in these ways:  utilizing and building on learners’ existing knowledge, understanding cultural differences among learners, and understanding learning trajectories related to mathematics topics.
• Teaching: Specialists must know and be able to teach by using questions to effectively probe  mathematical understanding, modeling  effective problem solving and mathematical practices, and using instructional applications of technology in ways that are mathematically and pedagogically grounded.
• Curriculum and Assessment: Specialists are expected to  use multiple strategies to assess students’ mathematical knowledge; know different formats, purposes, and limitations of various types of assessment of student learning; and analyze formative and summative assessment results.

Leadership Knowledge and Skills

• Specialists should be prepared to engage in non-evaluative leadership roles by  engaging in continuous and collaborative learning that draws upon research in mathematics; planning, implementing, and evaluating professional development programs, and using mathematics –focused instructional leadership skills to improve mathematics programs that school and district levels.