LY-MathLN Call to Action: Mathematics and Statistics Education Community
The Launch Years Math Organizations Leadership Network (LY-MathLN) has curated a list of resources and brief facilitation notes to help implement the Call to Action and Recommendations.
Different stakeholder groups have specific actions and resources to help enact each recommendation.
The Mathematics and Statistics Education Community refers to PreK–16 educators and administrators of mathematics and statistics.
Below you will find actions, resources, and tools for the Mathematics and Statistics Education Community.
Resources and Tools for the Mathematics and Statistics Education Community
Catalyzing Change Case Studies | The National Council of Teachers of Mathematics (NCTM) created case studies of districts and schools working to implement recommendations from the Catalyzing Change series. These case studies provide examples that districts and schools can use to help identify questions that can be investigated regarding the mathematics and statistics pathways available for students.
|
Re-Envisioning Mathematics Pathways to Expand Opportunities: The Landscape of High School to Postsecondary Course Sequences | Codeveloped by the Charles A. Dana Center, Student Achievement Partners, and Education Strategy Group, this report, as stated in its executive summary, “includes analyses of states’ available middle and high school student course-taking data to examine whether recent high school mathematics pathways reforms have influenced students’ mathematics course enrollment. It also examines how students’ mathematics course-taking patterns vary within and across states and how state policy levers such as graduation course requirements might be influencing students’ mathematics course-taking decisions. The report includes a discussion of recent changes to states’ standards and policies for adopting instructional materials as well as updates on the student assessment landscape in mathematics. It also provides lessons learned and guidance from the field as well as recommendations and considerations for strategies to center equity and incorporate data into states’ mathematics pathways efforts. Finally, the report includes noteworthy state-specific highlights, mathematics focus group insights, and key questions for additional research.”
|
Guidelines for Assessment and Instruction in Statistics Education (GAISE) Reports | The GAISE reports consist of recommendations for introductory statistics courses (college level) and statistics education in Pre-K–12 years that support the development of statistical literacy for all students. The two reports provide a framework explaining how “mathematical and statistical thinking are related yet distinct.” The accompanying website contains additional resources such as webinars, data sets, articles, and blogs.
|
Level of Conceptual Understanding in Statistics (LOCUS) | Statistics is a rigorous alternative to Calculus and contains more relevant content for many careers. Stakeholder groups (see primary audiences below) will review and discuss rigorous alternatives to AP Calculus as the goal of high school mathematics instruction. Activities will include discussions of what it means to rigorously explore statistics, statistical thinking, and the many career pathways that require statistics. The LOCUS assessments—reviewed and endorsed by the Joint ASA/NCTM Joint Committee on Curriculum in Statistics and Probability—share insights into the types of assessment items that can be used to measure students’ understanding across levels of development as identified in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K–12 Curriculum Framework.
|
Taking Action: Implementing Effective Mathematics Teaching Practices Series | The Taking Action series (Grades K–5, 6–8 and 9–12) offers a comprehensive set of professional learning experiences designed to foster teachers’ understanding of the effective mathematics teaching practices in NCTM’s Principles to Action. Two types of activities support stakeholders as they apply the practices in their classrooms: Analyzing Teaching and Learning, in which tasks or situations are presented; and Taking Action in Your Classroom, in which concrete suggestions are provided for exploring specific teaching practices in the classroom.
|
NCTM’s Principles to Actions | Principles to Actions outlines specific research-based teaching practices that are essential for a high-quality mathematics education for each and every student. These teaching practices focus on pedagogy that incorporates student thinking and identities. NCTM’s Principles to Actions Professional Learning Toolkit provides guidance and resources (for purchase and open source) to teachers, mathematics coaches, administrators, parents, and policymakers.
|
Data Science 4 EveryoneAmplifying Statistics and Data Science in ClassroomsInSTEP: Invigorating Statistics and Data Science Teaching Through Professional Learning | These three resources provide opportunities for educators to focus on expanding content knowledge of statistics and data science and on their roles in the design of mathematics pathways. A variety of opportunities, tools, and resources allow individuals to customize their learning experiences.
|
DEGREES OF FREEDOM: Diversifying Math Requirements for College Readiness and Graduation from PACE | The first of three reports published by PACE provides an overview and discussion of diversifying the pathways for secondary students to meet the criteria for acceptance into postsecondary education spaces (e.g., universities, colleges, certification programs). The later publications continue the conversation of how universities can change admission requirements to provide room for more diverse pathways: DEGREES OF FREEDOM: Varying Routes to Math Readiness and the Challenge of Intersegmental Alignment and DEGREES OF FREEDOM: Probing Math Placement Policies at California Colleges and Universities.
|
Position Statement for the American Mathematical Association of Two-Year Colleges (AMATYC) Mathematics Pathways | The AMATYC position statement on the need to diversify mathematics pathways offers strong rationales for creating new pathways for learners. AMATYC stresses the diversity of learners and their interests in aligning with multiple pathways for learners in transitioning to four-year institutions. The statement demonstrates that calls for change are not only coming from policy-related organizations but also from teaching institutions.
|
Ohio Department of Education: High School Math Pathways | The Ohio Department of Education serves as an example of a state department working to construct various pathways at the high school level. Its website contains presentations and panels from a state-sponsored conference promoting additional conversations about the work needed to change state department of education and college admission policies. The discussions, panels, and resources show how one state has worked toward these endeavors. Teachers, administrators, and education advocates can use the resources with all stakeholder groups.
|
The National Collegiate Athletic Association: Core Courses | Several powerful third-party entities influence the pathways at the secondary level and admission requirements at the postsecondary level. Conversations across all stakeholders (secondary, postsecondary, and third parties) will be necessary to change and align admission policies and requirements. For example, the National Collegiate Athletic Association (NCAA) shares the requirements for secondary core courses for student athletes. Changes to set requirements and guidelines will require conversations to reach consensus with stakeholders who may have differing goals/objectives.
|
The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year | TODOS: Mathematics for All elevates the importance of centering parents/caregivers as key partners in achieving equitable outcomes for students in mathematics. This resource not only brings awareness to issues on the teaching and learning of mathematics, but it also suggests actions and accountability measures for educational leaders, teachers, and students/families. The resource, offered both in English and Spanish, consists of the position statement and four supporting commentaries: Black, Indigenous, and Latinx Parents as Partners in Mathematics Education; Centering Our Humanity: Addressing Social and Emotional Needs in Schools and Mathematics Classrooms; Student and Family-Centered Mathematics Assessment; and Equity Considerations of Access, Use and Design of Technologies for Teaching Mathematics.
|
National PTA’s STEM Initiative | The National PTA’s STEM + Families® program delivers access and hands-on exposure to science, technology, engineering and math to engage families and inspire students to pursue career opportunities in STEM fields. The website offers STEM-at-home activities, STEM resources specifically tailored for girls, ways to involve families in Math Nights, guides and materials lists for science experiments, and other fun design challenges that help students explore a variety of STEM careers. Stakeholders will use these tools through newsletters, conversation starters, or participation in family math nights. These tools help to initiate critical conversations and on deciding the best pathway depending on a student’s career goals.
|
Mathematically Productive Instructional Routines (MPIR) | The six MPIR instructional tools help elicit student thinking and aid teachers in assessing student understanding of mathematical concepts and ideas. Developed by the Washington Office of Public Instruction and the Washington Association of Educational Service Districts, the routines consist of 5- to 15-minute learning activities that require the teacher to pay attention to and respond to student thinking.
|
Medal and Mission Feedback | Medal and Mission feedback is a structure that helps students identify where they are going, what they have done well, and next steps to improve their learning. Teachers use this tool for formative assessment with students.
|
Louisiana Department of Education, K–12 Math Planning Resources | The Louisiana Department of Education offers examples of support structures and resources to address unfinished learning, learning acceleration, and help for students who struggle. There are also several resources for implementing intensive Algebra 1. The resources are aligned to several curriculum programs and include print and video materials. In addition, self-paced learning modules are available for teacher professional development.
|
Three Ways Being a “Warm Demander” Is Culturally Responsive and Supports Students’ Mathematical Identity and Agency | This article provides an overview of pedagogical strategies that support students in developing their mathematical identities. By engaging in formative assessments, educators can identify students’ needs and provide targeted interventions.
|
Continuing the Journey: Mathematics Learning 2021 and Beyond | With this resource, NCTM, NCSM, and ASSM guide leaders and teachers in creating an environment for safe and supportive mathematics teaching and learning. This joint effort promotes a school structure that eliminates, rather than solidifies, challenges for all students. Facilitators are encouraged to use Table 5 Mathematics Teaching and Advocacy Practices and Table 6 Planning to Advocate to focus on the inclusion of families and community stakeholders in professional learning partnerships.
|
Improving Student Achievement | These NCSM position papers provide educators the critical actions that lead to improved student achievement in mathematics. The collection of papers addresses a range of topics related to equitable structures and practices that have evidence of moving students towards their learning goals.
|
Universal Design for Learning Framework | The Universal Design for Learning (UDL) is a framework designed to improve and optimize teaching and learning for all students. The UDL Guidelines support teachers in identifying and responding to student needs and parents/caregivers in supporting students’ learning.
|
Family Guides to Support Learning | This succinct resource provides parents and caregivers support in understanding the most important math content for their secondary mathematics learner. The guide includes: What High Schoolers Are Learning; Talking About Math with Your High Schooler; Education Words; Tips for Talking with Teachers; and Connecting Classrooms to Careers. Educators can also use this resource.
|