MTTC Lower Elementary Education (PK-3) Math Subtest [Subarea One Objective #3-E]

Superficial Evidence

Surface-level indications or observations that may not provide a comprehensive understanding of children's mathematical understanding, skill level, or engagement.

Example: Superficial evidence might include isolated or context-specific correct answers without a deep understanding of underlying mathematical concepts or memorization of procedures without conceptual understanding.

Deeper Evidence

Rich, comprehensive, and meaningful evidence that reveals a more thorough understanding of children's mathematical thinking, problem-solving abilities, and engagement.

Example: Deeper evidence might include students' ability to explain their reasoning, apply mathematical concepts to real-world situations, make connections between different mathematical ideas, or independently solve complex problems.

Key Aspects of Understanding

Essential components or indicators that demonstrate a solid grasp of mathematical concepts, principles, and relationships.

Example: Key aspects of understanding in mathematics might include the ability to explain mathematical reasoning, identify patterns, generalize mathematical rules, use appropriate strategies, or transfer knowledge to new situations.

Key Aspects of Skill

Critical components or demonstrations of proficiency in specific mathematical skills, such as computation, measurement, data analysis, or geometric concepts.

Example: Key aspects of skill might include fluency in basic operations, accurate measurement estimations, precision in geometric constructions, or efficient strategies for solving problems.

Key Aspects of Engagement

Indicators of active involvement, interest, and motivation in mathematical learning experiences, tasks, and discussions.

Example: Key aspects of engagement might include active participation in mathematical discussions, asking questions, seeking challenging problems, showing curiosity, or persisting through problem-solving challenges.

Relevant Aspects

Aspects or evidence that directly contribute to assessing children's mathematical understanding, skill level, and engagement.

Example: Relevant aspects might include observations of students' strategies, problem-solving approaches, explanations of mathematical thinking, use of mathematical vocabulary, or ability to apply concepts in different contexts.

Irrelevant Aspects

Aspects or evidence that do not contribute to assessing children's mathematical understanding, skill level, or engagement.

Example: Irrelevant aspects might include unrelated behaviors, physical appearance, non-mathematical conversations, or factors unrelated to the specific mathematical task or concept being assessed.

Holistic Assessment

An approach to assessment that considers multiple dimensions of children's mathematical understanding, skills, and engagement, taking into account various types of evidence.

Example: Conducting a holistic assessment might involve combining observations, work samples, student explanations, and performance on tasks to form a comprehensive understanding of children's mathematical abilities.