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.
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
need a variety of forms of support from exemplary mathematics teachers,
administrators, and others to facilitate their growth and development.
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.
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.
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.