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.
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