This updated joint position of the Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics (ASSM), NCSM: Leadership in Mathematics Education (NCSM), and the National Council of Teachers of Mathematics (NCTM) calls for elementary mathematics specialists to help ensure equitable and effective mathematics learning for each and every student. Download the entire Position Paper

NCSM: Leadership in Mathematics Education and TODOS: Mathematics for ALL (TODOS) prioritize policies and practices that position multilingual learners (i.e., children learning mathematics in languages that differ from their students’ first languages) so that they can access, engage, and thrive in mathematics education. Accomplishing this will require a systemic approach and investments that influence policies and practices. These include professional development, infrastructure, curriculum, family/community engagement, language development, and mathematics teaching, learning and assessment. Download the entire Position Paper

NCSM and NCTM recognize the importance of addressing STEM fields (science, technology, engineering, and mathematics) in PK-12 education and affirm the essential role of a strong foundation in mathematics as the center of any STEM education program. In addition to integrative experiences connecting the disciplines of STEM, students need a strong mathematics foundation to succeed in STEM fields and to make sense of STEM-related topics in their daily lives. Thus, any STEM education program (including out-of-school activities) should support and enhance a school’s mathematics program, ensuring that instructional time for mathematics is not compromised. In addition, any STEM activity claiming to address mathematics should do so with integrity to the grade level’s mathematics content and mathematical practices. Download the entire Position Paper Learn more about the joint position paper about STEM education and where the M is the focus in this conversation. View the Webinar about STEM with Robert Berry from NCTM and Connie Schrock from NCSM.

NCSM and TODOS: Mathematics for ALL (TODOS) ratify social justice as a key priority in the access to, engagement with, and advancement in mathematics education for our country’s youth. A social justice stance requires a systemic approach that includes fair and equitable teaching practices, high expectations for all students, access to rich, rigorous, and relevant mathematics, and strong family/community relationships to promote positive mathematics learning and achievement. Equally important, a social justice stance interrogates and challenges the roles power, privilege, and oppression play in the current unjust system of mathematics education-and in society as a whole. NCSM and TODOS understand that moving forward with social justice demands change in institutional structures,teaching and learning environments, community engagement practices, and individual actions. This is the challenge and work of social justice in mathematics education to do right by our children and move forward together. Download the entire Position Paper Listen to this Position Paper Download the entire Position Paper (French)

Reform in mathematics education and the rise of digital learning represent two growing movements in our nation’s school leadership, policies, and practice. The digital revolution is transitioning our schools from paper-rich to technology-and-media-rich learning environments. In the midst of these changes, a big issue arises: Technology in schools can either accelerate the momentum in mathematics education or undermine that momentum. Recognizing a need for vision and guidance, NCSM recently convened a Digital Learning Visioning Committee to examine the future of quality mathematics education in the digital age. This paper summarizes the work of the Visioning Committee to date, incorporates input from representatives of the Consortium for School Networking (CoSN), and initiates the planning process intended to optimize mathematics education in the digital learning era. Download the entire White Paper

We affirm the centrality of research-based, mathematically focused, formative assessment – a key element in the national effort to improve mathematical proficiency. Formative assessment needs to be intentionally and systematically integrated into classroom instruction at every grade level. This requires adequate attention in the preparation of new teachers of mathematics and in the continuing education and professional development of current teachers. A growing body of research emphasizes the use of formative assessment in classroom instruction as a means to improve student achievement. As leaders, we must work to ensure that teachers, administrators and other stakeholders in districts and states have knowledge of the research-based practices in formative assessment. Download the entire Position Paper Listen to this Position Paper

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