Stony Brook University Teacher Candidate Evaluation Form Page 2
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10Process Standards (Standards 1-7)
The process standards are based on the belief that mathematics must be approached as a unified
whole. Its concepts, procedures, and intellectual processes are so interrelated that, in a
significant sense, its “whole is greater than the sum of the parts.” This approach would best be
addressed by involvement of the mathematics content, mathematics education, education, and
field experience faculty working together in developing the candidates’ experiences.
Likewise, the response to the disposition standard will require total faculty input. This standard
addresses the candidates’ nature and temperament relative to being a mathematician, an
instructor, a facilitator of learning, a planner of lessons, a member of a professional community,
and a communicator with learners and their families.
Standard 1: Knowledge of Mathematical Problem Solving
Candidates know, understand, and apply the process of mathematical problem solving.
Indicators
1.1 Apply and adapt a variety of appropriate strategies to solve problems.
1.2 Solve problems that arise in mathematics and those involving mathematics in other contexts.
1.3 Build new mathematical knowledge through problem solving.
1.4 Monitor and reflect on the process of mathematical problem solving.
Evidence in candidate’s planning & teaching:
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Comments:
Standard 2: Knowledge of Reasoning and Proof
Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation
for mathematical rigor and inquiry.
Indicators
2.1 Recognize reasoning and proof as fundamental aspects of mathematics.
2.2 Make and investigate mathematical conjectures.
2.3 Develop and evaluate mathematical arguments and proofs.
2.4 Select and use various types of reasoning and methods of proof.
Evidence in candidate’s planning & teaching:
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Comments:
Stony Brook University Mathematics Teacher Education Programs
2/10
NCTM Standards Evaluation Form
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