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Candidates know, understand and use the major concepts and procedures that define number and operations, algebra, geometry, measurement and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication and representation, candidates understand the major concepts and procedures that define number operations, algebra, geometry, measurement and data analysis and probability. Candidates must receive an “acceptable” rating or higher on each aspect of these plans in each area in order to pass the requirements for the artifact, and move to the next block. Candidates will be given the opportunity to remediate with an action plan developed by the content area method’s instructor.

This assignment combines two important aspects of mathematics teaching: 1) Listening to and understanding students’ mathematical thinking. a. An important skill that you must develop as a teacher is listening to your students and paying attention to how they are constructing their own ideas about mathematical concepts. The purpose of this case study assignment is for you to describe and analyze the (hypothetical) development of one student’s thinking. Your analysis should include descriptions of the student’s strengths, weaknesses and a plan for how you would work with the student to achieve a desired goal. 2) Setting learning goals based on what you understand about your students’ thinking and how their learning will progress. a. As you have read in excerpts from Simon’s article, and as we have discussed in class, a hypothetical learning trajectory (HLT): • Is “a teacher’s prediction as to the path by which learning might proceed” (Simon, p. 135). • Consists of three main parts: the teacher’s learning goal(s), the teacher’s plan for tasks or activities that will help students progress toward those goals, and the teacher’s hypotheses about students’ learning processes as they work on these tasks and activities. • Is created in advance (therefore hypothetical) of working with students on a specific learning goal, and is based on a teacher’s current understanding of her/his students’ mathematical thinking. • Will be modified as the teacher works with students on selected tasks/activities and supports them mathematically, • Is a basis for instructional planning (designing sequences of lessons)

This rubric will be used to score all lesson plans completed on the long form lesson plans in E370 - Block 1

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Candidates know, understand and use the major concepts and procedures that define number and operations, algebra, geometry, measurement and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication and representation, candidates understand the major concepts and procedures that define number operations, algebra, geometry, measurement and data analysis and probability. Candidates must receive an “acceptable” rating or higher on each aspect of these plans in each area in order to pass the requirements for the artifact, and move to the next block. Candidates will be given the opportunity to remediate with an action plan developed by the content area method’s instructor.

Candidates know, understand and use the major concepts and procedures that define number and operations, algebra, geometry, measurement and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication and representation, candidates understand the major concepts and procedures that define number operations, algebra, geometry, measurement and data analysis and probability. Candidates must receive an “acceptable” rating or higher on each aspect of these plans in each area in order to pass the requirements for the artifact, and move to the next block. Candidates will be given the opportunity to remediate with an action plan developed by the content area method’s instructor.

Completed by the classroom supervising teacher or IU South Bend instructor during Block III field experience.