Stony Brook University Teacher Candidate Evaluation Form Page 8
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10Standard 12: Knowledge of Calculus
Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and
integration and a thorough background in the techniques and application of the calculus.
Indicators
12.1 Demonstrate a conceptual understanding of and procedural facility with basic calculus
concepts.
12.2 Apply concepts of function, geometry, and trigonometry in solving problems involving
calculus.
12.3 Use the concepts of calculus and mathematical modeling to represent and solve problems
taken from real-world contexts.
12.4 Use technological tools to explore and represent fundamental concepts of calculus.
12.5 Demonstrate knowledge of the historical development of calculus including contributions
from diverse cultures.
Evidence in candidate’s planning & teaching:
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Comments:
Standard 13: Knowledge of Discrete Mathematics
Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution
of problems.
Indicators
13.1 Demonstrate knowledge of basic elements of discrete mathematics such as graph theory,
[finite graphs, trees,] recurrence relations, finite difference approaches, linear programming, and
combinatorics.
13.2 Apply the fundamental ideas of discrete mathematics in the formulation and solution of
problems arising from real-world situations.
13.3 Use technological tools to solve problems involving the use of discrete structures and the
application of algorithms [apply the fundamental concepts of discrete mathematics].
13.4 Demonstrate knowledge of the historical development of discrete mathematics including
contributions from diverse cultures.
Evidence in candidate’s planning & teaching:
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Comments:
Standard 14: Knowledge of Data Analysis, Statistics, and Probability
Candidates demonstrate an understanding of concepts and practices related to data analysis,
statistics, and probability.
Note different sets of indicators for secondary and middle school levels.
Middle School Indicators
14.1 Design investigations, collect data through random sampling or random assignment to
treatments, and use a variety of ways to display the data and interpret data representations.
14.2 Draw conclusions involving uncertainty by using hands-on and computer-based simulation
for estimating probabilities and gathering data to make inferences and decisions.
Stony Brook University Mathematics Teacher Education Programs
8/10
NCTM Standards Evaluation Form
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