Continuing the Journey: Decisions to Move Mathematics Learning Forward

July 2021

Moving forward into the 2021-2022 school year seems like a daunting task. After all of the disruptions and challenges accompanying the COVID-19 pandemic, supporting mathematics students and teachers involves rethinking our priorities and resources. It raises many questions. How do we attend to perceived potential learning and opportunity gaps? How do we foster social and emotional well-being and cultivate a safe learning environment? How can we best understand and value the varied learning that each of our students has experienced over the past school year?

Even with all of the interruptions and variations in learning experiences for students during the pandemic, students did learn. They learned in virtual environments, in-person classrooms, and with family and community members. We need to honor that learning. We know that not all students had the same experiences, and many learning needs may not have been met.  Many inequities emerged with some of our most vulnerable students having less access to high-quality learning experiences.

As COVID-19 began to impact schools in the spring of 2020, many decisions had to be made not only in that moment but also as leaders began debating whether to return to school in the fall of 2020. In my July 2020 President’s Message, I wrote about Moving Forward: Mathematics Learning in the Era of Covid-19 , a joint statement developed by NCTMand NCSM: Leadership in Mathematics to help guide this decision-making while considering the implications for mathematics teaching and learning. A year later, we are faced with more decisions to consider as the pandemic continues to impact mathematics education. 

Continuing the Journey: Mathematics Learning 2021 and Beyond was developed collaboratively by NCTM,  NCSM: Leadership in Mathematics and the Association of State Supervisors of Mathematics (ASSM) to provide guidance in decision-making to support each and every student in learning mathematics as they return to school this fall. It will take everyone working together with a focus on equity to ensure that the decisions made are ones that address student learning of mathematics, support classroom teachers in planning, and involve families and communities. No one quick fix exists, but rather a long-term investment in the mathematics education of our students is required.

Continuing the Journey addresses three areas that have implications for equitable access to high-quality mathematics teaching and learning: (1) a focus on grade/course-level content, (2) instruction through equitable, effective teaching practices, and (3) planning for advocacy.

We must work together and advocate in ways that best serve our students, teachers, families, and communities. Continuing the Journey challenges us to consider our role in mathematics education and our sphere of influence, engage in reflection, and identify actions that we can take as advocates. We must each ask ourselves: How can I advocate for starting the year with on-grade level content? How can I advocate for equitable, effective instruction with the teachers and leaders I serve?

A nonnegotiable is that we must adhere to grade/course-level content providing appropriate scaffolding and support to ensure that each and every student has learning opportunities to develop deep mathematical understanding. We must cultivate productive mindsets where an asset-based approach is foundational in supporting all students, particularly those who have been typically marginalized by current structures. Now is the time to make sure that each and every student sees themselves as a capable thinker and doer of mathematics.

Call to Action sections are included in Continuing the Journey that offer specific guidelines on what we can do now and over time to create a culture of learning for all, implement equitable effective instructional strategies, and plan grade/course-level learning experiences through a coherent curriculum, cultivating productive mindsets and practices. Resources are included throughout to support decision-making.

I urge you to take a look at the table in Continuing the Journey that compares the Mathematics Teaching Practices and Mathematics Advocacy Practices. This will make for powerful discussions as we address teaching and learning for now and in the future.

As we continue our journey following a year of disruption, we have an opportunity to rethink and reimagine PK–12 mathematics education to build an equitable mathematics education experience. Mathematics educators and leaders have a unique opportunity to critically examine historic and entrenched practices that have marginalized too many students. We must advocate for policies, structures, and approaches to teaching that support and promote high quality, equitable teaching and learning of mathematics for each and every student. Dismantling inequitable structures and racism must be foundational to our advocacy efforts.

We must continue the journey of moving mathematics learning forward in 2021 and beyond, keeping equity at the center. As a mathematics education community, we can do this together. NCTM, NCSM  and ASSM are all here to support you.

Join us in the upcoming webinar on August 3, 2021 at 7 p.m. Eastern time for an interactive session to discuss Continuing the Journey: Mathematics Learning 2021 and Beyond.

Trena Wilkerson
NCTM President
@TrenaWilkerson