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A
joint public statement of the National Council of Teachers of
Mathematics
(NCTM), the National Council of Supervisors of Mathematics (NCSM), the
Association of State Supervisors of Mathematics (ASSM), and the
Association of
Mathematics Teacher Educators (AMTE) |

**Mathematics
Education Organizations Unite **

to
Support Implementation of Common Core State Standards

The
release of the Common Core State Standards (CCSS) is a welcome milestone in the
standards movement that began more than 20 years ago when the National Council
of Teachers of Mathematics published *Curriculum
and Evaluation Standards for School Mathematics*. By initiating the
development of the CCSS, state leaders acknowledged that common K–grade 8 and
high school standards culminating in college and career readiness would offer better
support for national improvement in mathematics achievement than our current
system of individual state standards. The CCSS provides the foundation for the development
of more focused and coherent instructional materials and assessments that
measure students’ understanding of mathematical concepts and acquisition of
fundamental reasoning habits, in addition to their fluency with skills. Most
important, the CCSS will enable teachers and education leaders to focus on improving
teaching and learning, which is critical to ensuring that all students have
access to a high-quality mathematics program and the support that they need to
be successful.

**Greater Coherence Built on a
Strong Foundation**

The
National Council of Teachers of Mathematics (NCTM), the National Council of
Supervisors of Mathematics (NCSM), the Association of State Supervisors of
Mathematics (ASSM), and the Association of Mathematics Teacher Educators (AMTE)
support the goal of the CCSS to describe a coherent, focused curriculum that
has realistically high expectations and supports an equitable mathematics
education for all students. Many aspects of the central elements of the CCSS
echo the longstanding positions and principles of our organizations: ^{1}

- All
students need to develop mathematical practices such as solving problems, making
connections, understanding multiple representations of mathematical ideas,
communicating their thought processes, and justifying their reasoning.
- All
students need both conceptual and procedural knowledge related to a
mathematical topic, and they need to understand how the two types of knowledge
are connected.
- Curriculum
documents should organize learning expectations in ways that reflect research
on how children learn mathematics.
- All
students need opportunities for reasoning and sense making across the
mathematics curriculum—and they need to believe that mathematics is sensible,
worthwhile, and doable.

**Supporting and Facilitating Implementation**

The
collective strengths of our organizations give us the potential to
generate the momentum necessary to implement the CCSS effectively. Together,
our organizations represent mathematics teachers, mathematics education leaders
at the school, district, state, and national levels, researchers, and mathematics
teacher educators in schools and colleges of education and
departments of mathematics, who collectively have the expertise to lead implementation
efforts.

The critical first steps will be to help educators interpret and
understand the CCSS and to support the development and implementation of
comprehensive, coherent instruction and assessment systems. To this end, we intend to do the
following:

- Work
with our local, state, and national affiliates to feature the CCSS in our
professional development opportunities, including annual and regional
conferences, academies, and seminars, and infuse them into our teacher
education classes.
- Support
the development and implementation of the corresponding assessment system,
particularly with respect to preparing teachers, leaders, and teacher
educators to use assessment results effectively to inform instruction and
to incorporate formative assessment practices in the classroom.

Finally,
we strongly encourage and support both research about the standards themselves
(e.g., research on specific learning trajectories and grade placement of
specific content) and their implementation, as well as periodic review and
revision based on such research.

June 2, 2010

^{1 }As
articulated in NCTM’s Standards publications (1989, 1991, 1995, 2000), NCTM’s *Curriculum
Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for
Coherence (2006), *NCSM’s *Principles and Indicators for Mathematics Educators
(PRIME) Leadership Framework *(2008),
NCTM’s* Focus in High School Mathematics: Reasoning and Sense Making *(2009)*,
and *AMTE’*s Standards for Elementary Mathematics Specialists State
Certification* (2010).