Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics

Well-prepared beginning teachers of mathematics have foundations of pedagogical knowledge, effective and equitable mathematics teaching practices, and positive and productive dispositions toward teaching mathematics to support students’ sense making, understanding, and reasoning.

C.2.1. Promote Equitable Teaching

C.2.2. Plan for Effective Instruction

C.2.3. Implement Effective Instruction

C.2.4. Analyze Teaching Practice

C.2.5. Enhance Teaching Through Collaboration With Colleagues, Families, and Community Members

Teaching mathematics is complex. It entails not only knowing the mathematics but also knowing how to design and implement rich mathematics learning experiences that advance children's mathematical knowledge and proficiencies. Effective teachers are skilled in their use of high-leverage mathematics-teaching practices and use those pedagogical practices to guide both their preparation and enactment of mathematics lessons. The development of these content-focused skills and abilities (i.e., teaching practices specific to mathematics) form the core of work in the preparation of early childhood teachers of mathematics. Therefore, we have a critical elaboration of this standard focused on the knowledge and pedagogical practices specific to the early childhood level.