| Competence framework |
ImportanceM(SD) |
PursuanceM(SD) |
MasteryM(SD) |
| Mathematical content knowledge. |
|
|
|
| MCK1. Know and understand mathematical concepts, ideas, theories and procedures according to different mathematical branches such as calculus, algebra, geometry, discrete mathematics, statistics and probability, and measurement. |
6.00 (1.077) |
3.96 (1.442) |
4.02 (1.516) |
| MCK2. Know the history and recent findings of mathematics to convey a dynamic mathematical perspective. |
5.24 (1.274) |
3.75 (1.412) |
3.76 (1.491) |
| Mathematical pedagogical knowledge. |
|
|
|
| MPK1. Identify students’ background and prior mathematical knowledge, as well as difficulties and mistakes, and apply those processes that can help students to face and solve them. |
6.22 (1.083) |
4.16 (1.541) |
4.12 (1.395) |
| MPK2. Communicate and represent mathematical thinking coherently and clearly both orally and in writing. |
6.33 (0.887) |
4.20 (1.536) |
4.47 (1.641) |
| MPK3. Make connections between mathematical concepts and other subject areas and real-life problems. |
6.20 (0.960) |
4.29 (1.591) |
4.47 (1.515) |
| MPK4. Know relevant findings from teaching mathematics research as guidance for professional practice in the classroom. |
5.45 (1.238) |
3.90 (1.628) |
3.96 (1.536) |
| Teaching and learning processes. |
|
|
|
| TLP1. Select creative and innovative strategies for teaching and learning mathematics appropriate to students’ needs. |
5.92 (1.163) |
4.39 (1.550) |
4.41 (1.458) |
| TLP2. Be able to explain the impact on students of the strategies adopted for mathematical learning. |
5.24 (1.176) |
3.63 (1.399) |
3.63 (1.356) |
| TLP3. Use a wide variety of materials and resources, such as games, puzzles, riddles, and technological devices, for teaching and learning mathematics. |
5.73 (1.234) |
4.43 (1.700) |
4.45 (1.540) |
| TLP4. Know resources for mathematics teachers, such as mathematical research journals, professional mathematics organisations web sites, among others. |
5.27 (1.060) |
4.10 (1.300) |
4.20 (1.265) |
| Classroom management. |
|
|
|
| CM1. Enforce rules and routines of behaviour in classroom practice during mathematics lessons, in accordance with the school behaviour policy. |
5.47 (1.155) |
3.73 (1.601) |
4.04 (1.574) |
| CM2. Use a variety of techniques to motivate students to develop enthusiasm for and interest in mathematics. |
6.24 (1.142) |
4.12 (1.716) |
4.33 (1.717) |
| CM3. Make efficient use of classroom space to accommodate different learning techniques both collaboratively and individually. |
5.29 (1.361) |
3.78 (1.579) |
3.94 (1.690) |
| CM4. Promote mathematical learning situations that allow students to ask questions themselves, investigate, and seek answers. |
5.84 (1.065) |
3.94 (1.502) |
4.02 (1.435) |
| Lesson planning. |
|
|
|
| LP1. Plan well-structured lessons that address appropriate learning goals, considering national mathematics curricula standards. |
5.82 (1.090) |
4.67 (1.583) |
4.67 (1.506) |
| LP2. Know the national curriculum in Spain, identify its different elements and its application in the area of mathematics in secondary education. |
5.49 (1.206) |
5.14 (1.400) |
5.04 (1.385) |
| LP3. Set homework and plan other out-of-class activities to reinforce the mathematical knowledge that students have previously acquired. |
5.45 (1.222) |
3.76 (1.544) |
4.10 (1.688) |
| Assessment and mentoring. |
|
|
|
| AM1. Employ different methods and techniques to assess students´ mathematical learning that are rigorous, objective and fair. |
5.69 (1.273) |
4.06 (1.542) |
4.08 (1.495) |
| AM2. Use the results obtained from the assessment to diagnose difficulties, set goals and plan future learning experiences within the area of mathematics. |
5.76 (1.210) |
3.75 (1.495) |
3.86 (1.429) |
| AM3. Provide constructive, purposeful and timely feedback to students, their families, and school authorities. |
5.67 (1.089) |
3.57 (1.578) |
3.73 (1.484) |
| Developmental psychology. |
|
|
|
| DP1. Know student characteristics (e.g., motivation, attitudes…) and their social context. |
5.96 (1.038) |
4.31 (1.435) |
4.47 (1.433) |
| DP2. Know the stages of student cognitive development and its influence on mathematics learning. |
5.78 (1.083) |
4.65 (1.309) |
4.51 (1.433) |
| DP3. Adapt the teaching process to support students’ learning at different stages of development using adequate strategies and methods. |
5.75 (0.997) |
4.22 (1.419) |
4.14 (1.470) |
| Inclusion and diversity. |
|
|
|
| ID1. Identify different student needs, including those with special educational needs, high ability, and/or disabilities. |
6.20 (0.749) |
4.12 (1.608) |
3.92 (1.495) |
| ID2. Adapt teaching to respond to the strengths and needs of all students, designing differentiated instruction that addresses student diversity and encourages an inclusive education. |
5.84 (1.027) |
4.00 (1.697) |
4.02 (1.594) |
| ID3. Know when and about which aspects to seek support and to cooperate with specialised supporting staff for students with specific educational needs. |
5.80 (0.849) |
3.94 (1.793) |
3.88 (1.751) |
| Technology knowledge. |
|
|
|
| TK1. Apply information and communication technologies within educational settings and mathematics teaching, analysing its impact on mathematics learning. |
5.63 (1.058) |
4.51 (1.554) |
4.57 (1.404) |
| Communication skills. |
|
|
|
| CS1. Use effective verbal and non-verbal communication techniques to foster and support interaction in the classroom and in the school community. |
5.57 (1.044) |
3.96 (1.661) |
4.04 (1.536) |
| Contribution to school organisation. |
|
|
|
| CSO2. Contribute in the design of the comprehensive education plan and common school activities with special attention to teaching quality improvement. |
5.02 (1.208) |
3.65 (1.585) |
3.88 (1.519) |
| CSO3. Participate actively in school decision making, especially in those that apply to the mathematics department. |
5.25 (1.214) |
3.31 (1.581) |
3.55 (1.527) |
| Personal commitment. |
|
|
|
| PC1. Exhibit personal attributes – such as enthusiasm for mathematics and its learning, care and respect for the students, autonomy, self-esteem – that assist to engage students in their learning and maximise their achievement. |
6.16 (1.120) |
4.10 (1.513) |
4.45 (1.629) |
| PC2. Contribute to the improvement of mathematics teaching by actively engaging students and collaborating with colleagues in mathematical activities both inside and outside the classroom. |
5.92 (0.977) |
4.00 (1.549) |
4.35 (1.610) |
| PC3. Commit to teaching professional development, participating in training programmes for mathematics teachers. |
5.71 (0.944) |
3.53 (1.515) |
4.04 (1.788) |
