“There are many
uncertainties right now. We are continuing to collaborate and listen to
teachers. At the heart of their concerns are how they can best do their job of
continuing to engage students in learning meaningful mathematics in this new
environment.”
Trena Wilkerson, NCTM President
NCTM created the following Back to School Resources to provide guidance,
resources and support to teachers, school leaders and families as we return to school
and work together to educate our students while continuing to navigate the
impact of COVID-19.
Equitable decisions matter. The guidance supports those responsible for
math teaching, learning, and policy to create equitable opportunities for each
and every student through rigorous and engaging math learning. Some recommendations
include:
- No
standardized testing for the 2020–2021 school year
- Strategies
for learning missed content
- Planning
and preparing for remote teaching and learning, both synchronous and
asynchronous, as well as face-to-face instruction
As part of the NCTM’s 100 Days
of Professional Learning webinars on
the Back to School Resources will be held from Monday July 27, through
Thursday, July 30, 2020 with recordings available the day following the event.
These webinars will focus on topics such as understanding what math learning
should look like, supporting the mental health of teachers and students and
creating structures and policies to meet the needs of each and every student in
math.
These Back to School resources were developed by a task force of mathematics teachers and district leaders from across the country and Canada to support decision-making and concerns being experienced in many communities. Back to School builds from NCTM’s earlier work, Moving Forward: Mathematics Learning in the Era of Covid-19, developed in partnership with NCSM Leadership in Mathematics Education.
"We
know teachers are having to orient themselves to new environments and
circumstances. As we embark on an unprecedented time in education, the Task
Force seeks to provide educators with resources and guidance for this next
chapter, and whether it is distance, hybrid or in-person, the approach will
have to be supported and informed to best engage all students.”
Nevels
Nevels, Task Force member and Mathematics Curriculum Coordinator,
Hazelwood School District, Missouri