TITLE 23: EDUCATION AND CULTURAL RESOURCES
SUBTITLE A: EDUCATION
CHAPTER I: STATE BOARD OF EDUCATION
SUBCHAPTER b: PERSONNEL
PART 26 STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION
SECTION 26.130 CURRICULUM: MATHEMATICS STANDARDS THROUGH AUGUST 31, 2019


 

Section 26.130 Curriculum: Mathematics Standards Through August 31, 2019

 

The competent early childhood teacher demonstrates proficiency in the use of mathematics; understands and communicates the major concepts, procedures, and reasoning processes of mathematics, which include number systems, number sense, geometry, measurement, statistics, probability and algebra; and promotes the abilities of children from birth to grade 3 as they apply, interpret and construct mathematical thinking skills in a variety of situations.

 

a) Knowledge Indicators The competent early childhood teacher:

 

1) understands problem-solving approaches that children may use to investigate and understand mathematical content;

 

2) understands various approaches (estimation, mental math, manipulative modeling, pattern recognition and technology) that can be used to explore and communicate mathematical ideas, solve problems and investigate everyday situations;

 

3) understands concepts, skills and procedures related to number, number sense, computation and numeration;

 

4) understands concepts, skills and procedures related to geometry and spatial relationships;

 

5) understands concepts, skills and procedures related to measurement of attributes such as length, weight, volume and temperature;

 

6) understands concepts, skills and procedures needed to collect and analyze data;

 

7) understands concepts, skills and procedures related to exploring concepts of chance; and

 

8) understands and uses patterns and relationships to analyze mathematical situations.

 

b) Performance Indicators The competent early childhood teacher:

 

1) provides opportunities for students to apply problem-solving strategies in order to investigate and understand mathematical content;

 

2) uses various approaches (estimation, mental math, manipulative modeling, pattern recognition and technology) to assist students as they explore and communicate mathematical ideas, solve problems and investigate everyday situations;

 

3) provides opportunities for children to learn and apply number, number sense, computation and numeration in everyday situations;

 

4) provides opportunities for children to learn and apply geometry and spatial relationships in everyday situations;

 

5) provides opportunities for children to learn and apply measurements, such as length, weight, volume and temperature, in everyday situations;

 

6) provides opportunities for children to learn and apply procedures needed to collect and analyze data in everyday situations as they use graphing and estimation;

 

7) provides opportunities for children to learn and apply concepts of chance in everyday situations; and

 

8) provides opportunities for children to learn and apply patterns and relationships in their analysis of everyday situations.

 

(Source: Amended at 39 Ill. Reg. 2413, effective February 2, 2015)