Standard P.4. Opportunities to Learn in Clinical Settings
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An effective mathematics teacher preparation program includes clinical experiences that are guided on the basis of a shared vision of high-quality mathematics instruction and have sufficient support structures and personnel to provide coherent, developmentally appropriate opportunities for candidates to teach and to learn from their own teaching and the teaching of others. |
P.4.1. Collaboratively Develop and Enact Clinical Experiences P.4.2. Sequence School-Based Experiences P.4.3. Provide Teaching Experiences With Diverse Learners P.4.4. Recruit and Support Qualified Mentor Teachers and Supervisors |
Effective preparation programs of beginning early childhood teachers of mathematics include clinical experiences, in both preschool and primary settings, that are exemplar sites in equitable early mathematics learning. These sites illustrate responsive interactions with children individually, in small groups, and as a class.
- AMTE Standards for Preparing Teachers of Mathematics
- Preliminaries
- Chapter 1. Introduction
- Chapter 2: Candidate Knowledge, Skills, and Dispositions
- What Should Well-Prepared Beginning Teachers of Mathematics Know and Be Able to Do, and What Dispositions Should They Develop?
- Standard C.1: Knowledge of Mathematics for Teaching
- Indicator C.1.1. Know Relevant Mathematical Content
- Indicator C.1.2. Demonstrate Mathematical Practices and Processes
- Indicator C.1.3. Exhibit Productive Mathematical Dispositions
- Indicator C.1.4. Analyze the Mathematical Content of Curriculum
- Indicator C.1.5. Analyze Mathematical Thinking
- Indicator C.1.6. Use Mathematical Tools and Technology
- Standard C.2: Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Indicator C.4.1. Provide Access and Advancement
- Indicator C.4.2. Cultivate Positive Mathematical Identities
- Indicator C.4.3. Draw on Students’ Mathematical Strengths
- Indicator C.4.4. Understand Power and Privilege in the History of Mathematics Education
- Indicator C.4.5. Enact Ethical Practice for Advocacy
- Chapter 3. Program Characteristics to Develop Candidate Knowledge, Skills, and Dispositions
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Indicator P.3.1. Address Deep and Meaningful Mathematics Content Knowledge
- Indicator P.3.2. Provide Foundations of Knowledge About Students as Mathematics Learners
- Indicator P.3.3. Address the Social Contexts of Teaching and Learning
- Indicator P.3.4. Incorporate Practice-Based Experiences
- Indicator P.3.5. Provide Effective Mathematics Methods Instructors
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Chapter 4. Elaborations of the Standards for the Preparation of Early Childhood Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Chapter 5. Elaborations of the Standards for the Preparation of Upper Elementary Grades Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Chapter 6. Elaborations of the Standards for the Preparation of Middle Level Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Chapter 7. Elaborations of the Standards for the Preparation of High School Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Potential Pathways for Preparing High School Mathematics Teachers
- Chapter 8. Assessing Mathematics Teacher Preparation
- Chapter 9. Enacting Effective Preparation of Teachers of Mathematics
- References