BRIDGING RESEARCH AND PRACTICE INMATHEMATICS EDUCATION:EXPLORING DISTRICT-LEVEL MATHEMATICSSPECIALISTS’ RESPONSIBILITIES ANDPROFESSIONAL LEARNING NEEDS

This exploratory study and related analysis investigated the roles, responsibilities, and professional learning needs of school district-based mathematics specialists (DMSs), who play a crucial role in shaping mathematics education. Despite the potential significance of their influence, limited research exists on what DMSs need to know to influence, support, and lead coherent instructional systems. To address this concern, our research team developed a survey to gather data on DMSs’ roles and responsibilities related to professional development and curricular implementation. Findings revealed variability in DMSs’ roles, involvement in professional development, influences on goal setting, and professional learning needs. Based on these findings, we offered recommendations for DMSs’ implementation of district- and state-wide curriculum initiatives. These state-level insights are generalizable to other areas of the United States and highlight the vital role of DMSs in supporting and enhancing mathematics teaching and learning across school districts nationally.