As we come to the close of 2019 and NCTM’s first century, I would like to reflect on the evolving conversations concerning mathematics pathways. 

Since 1990, the average mathematics score on the Nation’s Report Card has gone up 27 points at grade 4 and 19 points in grade 8. 

The student population in our schools and classrooms is increasingly diverse, with students of color making up the majority of those attending public schools. Many schools and classrooms include children who live in communities whose voices have been historically marginalized. 

To build authentic relationships with families in the context of mathematics teaching and learning, it is important to not assume that parents or caretakers are aware of teaching methods that are aligned with standards-based mathematics pedagogy. 

For many of you, the school year is about to start or has already started. This means that there is a lot of work that needs to get done before embarking on a successful beginning of the academic year. For some, it may mean creating a list of what tasks need to get done before the opening of school. This list may include making sure that you have necessary resources, arranging the classroom to optimize learning, and figuring out what you are teaching and how you might teach it.