Knowledge of Students
Accomplished mathematics teachers know and care about their students. They use their knowledge about adolescents and adolescent development, and their knowledge about how this development affects the learning of mathematics, to guide their curricular and instructional decisions. They understand the impact of home life, cultural background, individual learning differences, student attitudes and aspirations, and community expectations and values on student learning.

Reflection on the Standard
Subject matter knowledge, while undeniably important, cannot be the sole engine driving the activity in a classroom of up to two score students whose lives may be headed in vastly different directions, and whose physical and emotional levels of development may be at very different stages.

It is not for nothing that aspiring teachers are made to study child and adolescent physhology, and it is only the most rash and imprudent of teachers who disregard the practical application of these lessons in the classroom. Understanding and accommodating the many factors outside the classroom that can influence student learning, however, are skills only learned through experience.

Evidence, Examples, and Artifacts
Sample artifacts are being collected and will appear at a later date.

 

Dr. Michael P. Ida
Kalani High School
4680 Kalanianaole Hwy.
Honolulu, HI 96821
(808) 377-7744

Hawaii Public Schools

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