Stony Brook University Teacher Candidate Evaluation Form Page 3
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10Standard 3: Knowledge of Mathematical Communication
Candidates communicate their mathematical thinking orally and in writing to peers, faculty, and
others.
Indicators
3.1 Communicate their mathematical thinking coherently and clearly to peers, faculty, and
others.
3.2 Use the language of mathematics to express ideas precisely.
3.3 Organize mathematical thinking through communication.
3.4 Analyze and evaluate the mathematical thinking and strategies of others.
Evidence in candidate’s planning & teaching:
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Comments:
Standard 4: Knowledge of Mathematical Connections
Candidates recognize, use, and make connections between and among mathematical ideas and in
contexts outside mathematics to build mathematical understanding.
Indicators
4.1 Recognize and use connections among mathematical ideas.
4.2 Recognize and apply mathematics in contexts outside of mathematics.
4.3 Demonstrate how mathematical ideas interconnect and build on one another to
produce a coherent whole.
Evidence in candidate’s planning & teaching:
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Comments:
Standard 5: Knowledge of Mathematical Representation
Candidates use varied representations of mathematical ideas to support and deepen students’
mathematical understanding.
Indicators
5.1 Use representations to model and interpret physical, social, and mathematical phenomena.
5.2 Create and use representations to organize, record, and communicate mathematical ideas.
5.3 Select, apply, and translate among mathematical representations to solve problems.
Evidence in candidate’s planning & teaching:
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Comments:
Stony Brook University Mathematics Teacher Education Programs
3/10
NCTM Standards Evaluation Form
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0 votes
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