teachers — Mathematics training methods. A. The Commission for Educational Quality and Accountability shall ensure that the mathematics competencies for elementary teachers are included in the competencies for special education teachers. B. The Commission for Educational Quality and Accountability, in collaboration with the Oklahoma State Regents for Higher Education, shall ensure that all teachers of early childhood education, elementary education, and special education are provided quality training in intervention, instruction, and remediation strategies in mathematics to provide explicit and systematic instruction in real-world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions. The Commission, in collaboration with the State Regents, shall also implement mathematical strategies that research has shown to be successful in improving mathematics understanding among students with math difficulties. In addition, quality education for prospective teachers shall be provided in research-based instructional strategies for teaching, assessing, and intervening in mathematics development for all students including advanced learners, typically developing learners, and struggling learners who face a range of challenges including, but not limited to, English learners and students with disabilities or learning challenges, such as dyscalculia. Quality training shall include guidance from professional resources such as the National Council of Teachers of Mathematics (NCTM) guidelines, Response to Intervention guidelines, and professional organizations such as the Council for Exceptional Children, National Association for the Education of Young Children, and other relevant professional mathematics education bodies. C. All institutions of higher education within The Oklahoma State System of Higher Education that offer elementary, early childhood education, or special education programs approved by the Commission for Educational Quality and Accountability shall incorporate into those programs the requirement that teacher candidates study key elements of mathematics instruction including real-world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions. Teacher candidates shall study strategies including, but not limited to, instruction that is explicitly taught, sequenced, multimodal (visual, auditory, kinesthetic, etc.), interdisciplinary, and reflective to adapt for individual learners. D. Candidates applying for an alternative placement teaching certificate or an emergency teaching certificate in elementary education shall complete instruction in a scientifically research- based math program as determined by the Commission for Educational Quality and Accountability and the State Board of Education.
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