Stony Brook University Teacher Candidate Evaluation Form Page 6
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10Content (Standards 9-15)
Candidates’ comfort with, and confidence in, their knowledge of mathematics affects both what
they teach and how they teach it. Knowing mathematics includes understanding specific
concepts and procedures as well as the process of doing mathematics. That knowledge is the
subject of the following standards. Note that indicators that are underlined apply to
secondary level and those in [brackets] apply to middle school level. Indicators that are
neither underlined or in brackets apply to both levels.
Standard 9: Knowledge of Number and Operation
Candidates demonstrate computational proficiency, including a conceptual understanding of
numbers, ways of representing number, relationships among number and number systems, and
meanings of operations.
Indicators
9.1 Analyze and explain [Develop] the mathematics that underlies the procedures used for
operations involving integers, rational, real, and complex [whole numbers, integers, and rational]
numbers.
9.2 Use properties involving number and operations, mental computation, and computational
estimation.
9.3 Provide equivalent representations of fractions, decimals, and percents.
9.4 Create, solve, and apply proportions.
9.5 Apply the fundamental ideas of number theory.
9.6 Make sense of large and small numbers and use scientific notation.
9.7 Compare and contrast properties of numbers and number systems. [Analyze and explain the
distinctions among whole numbers, integers, rational numbers, and real numbers and whether or
not the field axioms hold.]
9.8 Represent, use, and apply complex numbers.
9.9 Recognize matrices and vectors as systems that have some of the properties of the real
number system.
9.10 Demonstrate knowledge of the historical development of number and number systems
including contributions from diverse cultures.
Evidence in candidate’s planning & teaching:
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Comments:
Standard 10: Knowledge of Different Perspectives on Algebra
Candidates emphasize relationships among quantities including functions, ways of representing
mathematical relationships, and the analysis of change.
Indicators
10.1 Analyze [Explore, analyze, and represent] patterns, relations, and functions of one and two
variables.
10.2 Apply fundamental ideas of linear algebra. [Represent and analyze mathematical
structures.]
10.3 Apply the major concepts of abstract algebra to justify algebraic operations and formally
analyze algebraic structures.
Stony Brook University Mathematics Teacher Education Programs
6/10
NCTM Standards Evaluation Form
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