N.M. Admin. Code § 6.64.19.10

Current through Register Vol. 35, No. 21, November 5, 2024

Section 6.64.19.10 - PEDAGOGICAL KNOWLEDGE FOR TEACHING MATHEMATICS

A. To promote and advocate for equitable, high-quality mathematics instruction for all students, the elementary mathematics specialist shall collaborate with teachers and administrators in supporting the diversities of the classroom and school, including cultural, disability, linguistic, gender, socioeconomic, and developmental, to:

(1) address issues of access and advancement at the individual student, classroom, school, school district, and charter school levels;

(2) establish clear goals within individual student learning progressions that utilize and build upon learners existing knowledge, skills, understandings, conceptions, and misconceptions to advance learning and use the goals to guide instructional decisions;

(3) purposefully construct guidelines and support for promoting a mathematics learning culture within the classroom environment, including specific routines and instructional strategies that help cultivate positive mathematics identities for all students;

(4) design student learning opportunities that:

(a) promote engagement in productive struggle and collaborative problem solving and extend the meaning and usefulness of mathematics in students daily lives;

(b) intentionally reward effort in mathematical learning;

(c) allow space for all students mathematical sense-making and include multiple entry points into problem solving;

(d) engage all students in making connection among mathematical representations to deepen understanding of mathematical concepts and procedures as tools for problem solving;

(e) provide ample opportunity for all students to engage in academic discourse around mathematical problem solving as well as for individual expression in problem solving, such as through oral or written explanation or sharing of mathematical thinking;

(f) utilize purposeful questions to assess and advance all students reasoning and sense-making about important mathematical ideas and relationships;

(g) diagnose and leverage mathematical misconceptions and errors to design appropriate learning opportunities that support all students mathematical conceptual development, understandings, and identities;

(h) integrate the use of appropriate mathematical tools and technology as essential resources to support students in making sense of mathematical ideas and communicating their mathematical thinking;

(i) encourage mathematical explorations among peers to extend learning opportunities; and

(j) assess all student abilities, through formative and summative assessments, and develop actionable strategies to help all students fill in learning gaps; and

(5) Reflect and take action to adjust instructional approaches characterized by:

(a) the use of evidence to adjust instruction continually in ways that support and extend learning for all students, including differentiation and enrichment;

(b) the use of strategies deliberately designed to support specific groups of student learners; and

(c) organized support of delivery of developmentally appropriate instruction that is responsive to individual learners.

B. To promote pedagogical shifts and professional growth for self and teachers, the elementary mathematics specialist shall:

(1) model effective problem solving and the mathematical practices, including questioning, representing, communicating, conjecturing, making connections, reasoning and providing, and self-monitoring, and cultivate the development of such practices in all learners;

(2) model and support teachers and students in the use of technical language associated with mathematics, attending to both mathematical integrity and usability by learners;

(3) support the use of various instructional applications of technology that are evidence-based and are developmentally-, mathematically-, and pedagogically-grounded;

(4) research and share evidence-based instructional formats that support all students in accessing mathematical problems, including whole group, small group, partner, and individual, and that support success in achieving specific student learning goals;

(5) support teachers in their analysis and evaluation of student ideas and work, and design appropriate responses to support and further student mathematical learning, aligned to individual goals;

(6) apply learning trajectories related to mathematical topics and collaborate with teachers to sequence activities and design instructional tasks and assessments;

(7) support teachers in the use of the formative assessment cycle, which includes administering a formative assessment task, analyzing student responses to the task, and designing and re-teaching lessons based on this analysis; and be able to find or create appropriate resources for this purpose;

(8) support teachers in the use of multiple assessment strategies, including, but not limited to listening to and observing students making sense of mathematics, and in analyzing, choosing, designing, and adapting assessment tasks for monitoring student learning and to assess students mathematical knowledge, based on students individual learning goals and expressions and demonstrations of understanding; and

(9) support teachers in the analysis of formative and summative assessment results and communication of results to students with actionable feedback and to appropriate and varied audiences for further support in making instructional decisions.

N.M. Admin. Code § 6.64.19.10

Adopted by New Mexico Register, Volume XXXI, Issue 17, September 15, 2020, eff. 9/15/2020