MTRS 2012‎ > ‎

Guiding Principles



Introductory statement:
ALL Students, regardless of skin color, low SES, gender, ethnic, religious, or cultural affiliation, must be provided equitable access to high quality and cognitively demanding mathematics.
  • Teachers must have a deep knowledge of mathematics content and pedagogy in order to provide all students with equal opportunities to learn a balanced mathematics program that actively engages them in high level cognitively demanding tasks: i.e., a balance of procedural fluency, productive disposition, conceptual understanding, strategic competence, and adaptive reasoning-in ways that will prepare them for further study or work.
  • Teachers need a variety of forms of support from exemplary mathematics teachers, administrators, and others to facilitate their growth and development.
  • Teachers grow and thrive when they are able to participate in long-term, meaningful collaboration in a mathematics community of practice.
  • Offering opportunities for teachers to develop as leaders of mathematics provides incentives for them to stay in the profession.
  • Work with teachers should be informed by current and relevant research on teacher retention and on mathematics teaching and learning conducted using both quantitative and qualitative methods.                                                   
  • National, state, and local policy should be based on current research on teaching and learning mathematics, and that structures need to be in place to keep teachers informed about these policies.