This page is where we can talk about the implications of the mathematical practices for content and methods instruction at both the pre-service and professional development levels.
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AMTE and the Common Core 
In your pre-service courses or professional development experiences, how do you inform teachers of what the mathematical practices look like?
I use video clips that show teachers or students using a particular mathematics practice.
Does anyone know of good resources for such clips?
Judith E. Jacobs
This semester, I am asking students to write a journal entry (in an online journal) every few weeks in the geometry course I am teaching for prospective middle grades teachers. These are prompts so far (eLC is e-Learning Commons, which our university uses):
1) “Read the Standards for Mathematical Practice on pages 6 – 8 of the CCSSM. Pick one or two of the standards that you would like to work on in the next few weeks as we study, solve problems, and reason about angles and geometric shapes. Post comments on your chosen standard(s) for mathematical practice on eLC in the Journal folder.”
2) “On eLC, post an update on the Mathematical Practice (from the CCSSM) that you have been focusing on. If you find you would like to switch to focusing on a different MP, that’s ok, just report on it instead.”
3) “Re-read the 8 Standards for Mathematical Practice on pages 6 – 8 of the Common Core State Standards for Mathematics (CCSSM), which can be found on eLC. Post on eLC: Pick another standard you would like to focus on for the next few weeks. Discuss why you think that standard is important and why you would like to work on it.”
Students posts in response to these prompts have been short but quite thoughtful. I think they are taking the MPs seriously. I like to keep the discussion of the MPs “low stakes” in the sense of not taking off points for students posts as long as they are taking the posts seriously.
Then in class, I make comments when the opportunity arises to draw attention to the MPs. So far, I have commented the most on MP1, encouraging everyone not just to “sit back and wait for someone else to solve the problem, but be active and engaged.” Interestingly, MP6 has come up more than I would have expected. Students have often asked questions or made comments that indicated attention to precision, so I remark on that.
This is a pretty “low key” approach to highlighting the MPs, which I feel we are engaged in every day in class. I would like to learn ways to help prospective teachers notice the MPs in a way that might help them bring the MPs to their future teaching.
Sybilla Beckmann