This microcredential represents a teacher’s understanding of Multi-Tiered System of Supports (MTSS) and their ability to use MTSS at a classroom level. Effective use of MTSS involves gaining a deep assessment literacy, including being able to create, select, and effectively use classroom assessments, and being able to select and effectively interpret and use results from assessments (Kobett, B. M., & Wray, J. A., 2016). Additionally, MTSS involves understanding and implementing the critical components of the Utah Multi-Tiered System of Supports (UMTSS) Framework for Mathematics (i.e.., Team-based Problem Solving, High-quality Instruction, and Data-based Decision Making) and understanding and implementing effective intervention strategies. This microcredential is the first of two in the Elementary Mathematics Endorsement: Assessment and Intervention Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s ability to implement equitable assessment practices. It shows an understanding of that fact that when access and equity have been successfully addressed, student outcomes—including achievement on a range of mathematics assessments, disposition toward mathematics, and persistence in the mathematics pipeline—transcend, and cannot be predicted by students' racial, ethnic, linguistic, gender, and socioeconomic backgrounds (NCTM, 2014. Access and equity in mathematics education). This microcredential is the second of two in the Elementary Mathematics Endorsement: Assessment and Intervention Stack. These microcredentials can be earned in any order.

These eight mathematics teaching practices provide a framework for strengthening the teaching and learning of mathematics. This research-informed framework of teaching and learning reflects the current learning principles as well as other knowledge of mathematics teaching that has accumulated over the last two decades. In essence, these teaching practices represent a core set of high-leverage practices and essential teaching skills necessary to promote deep learning of mathematics.

The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics.

The Utah State Board of Education adopted the K-12 Utah Core Standards for Mathematics in January 2016. Core guides provide a description of the Core Standards, including concepts and skills to master, critical background knowledge and academic vocabulary. The course overview documents show the major work of the grade level and the coherence of content across grade levels.

A Multi-Tiered System of Support (MTSS) is a framework focused on three instructional tiers (Universal, Targeted, and Intensive) engineered to meet student needs using a systematic approach. The Utah Multi-Tiered System of Support (UMTSS) is designed to address student learning in mathematics encompassing these critical components: High-quality Instruction, Team-based Problem Solving, and Data-based Decision Making.

The van Hiele theory describes how young people learn geometry. It postulates five levels of geometric thinking which are labeled visualization, analysis, abstraction, formal deduction and rigor. Each level uses its own language and symbols, and can be progressed from one to the next.