"We live in uncertain times. Public health is at the forefront of our minds, and our schools have been disrupted in ways we have never seen. Although no one can predict how education might look in the coming months, it is in the best interests of our students to strategize how we might best meet their needs in the upcoming months."

–NCSM and NCTM 2020

NCSM and NCTM have published a joint document to provide guidance for mathematics teachers and leaders at all levels to make informed decisions for next steps due to COVID-19.

Moving Forward presents considerations, questions, and potential solution processes to educators and school leaders to address the challenges induced by the COVID-19 pandemic of spring 2020.

The purpose of the document is to “focus on decisions that must be made regarding equitable access to high-quality mathematics teaching and learning, intentionally considering the needs of each and every learner and teacher. Decision makers—whether they be teachers, teams, teacher leaders, coaches, administrators, or policymakers at the local, state, and provincial levels—must consider the diverse needs of learners and teachers when making policy and instructional decisions.”

Continue to check this webpage throughout the year for updated resources:     

Determining Essential Learning for All Students:

• Catalyzing Change: Initiating Critical Conversations Series
• Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence Series
• Developing Essential Understanding Series
• “Is 2020 Vision Good Enough? Looking Ahead to What Comes Next” (Seeley 2020)

Determining Necessary Prior Knowledge:

• Learning Trajectories for Teachers: Designing Effective Professional Development for Math Instruction (Szatjn and Wilson 2019)
• "Translating Learning Trajectories into Useable Tools for Teachers" (Edgington, Wilson, Sztajn, and Webb 2016)
• "Using Learning Trajectories to Enhance Formative Assessment" (Ebby and Petit 2017)

Determining What Students Know:

• High School Mathematics Lessons to Explore, Understand and Respond to Social Injustice (Berry et al. 2020)
• NCTM Activities with Rigor and Coherence
• Principles to Actions Professional Learning Toolkit
• "Using Math Talk to Make Sense of Mathematics" (Bill and Speranzo 2017)
• The Formative Five: Everyday Assessment Techniques for Every Math Classroom, Grades K-8 (Fennell, Kobett, and Wray 2017)

Effective Mathematics Teaching Practices:

• Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom
• More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction (Small and Lin 2010)
• 5 Practices for Orchestrating Productive Mathematics Discussions (Smith and Stein 2011)
• "Discourse Actions to Promote Student Access" (Candela, Boston, and Dixon 2020)
• High-Yield Routines for Grades K-8 (McCoy, Barnett, and Combs 2013)
• Taking Action Series
• Principles to Actions Professional Learning Toolkit
• Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K-6 (Kobett and Karp 2020)
• “Taking Your Online Math Instruction to the Next Level: Exploring How Effective Instructional Strategies Work in Online Environments” (Flynn 2020)
• “Making the Shift to Online Math Instruction: Supporting PreK-16 Educators in Online Pedagogy” (Flynn 2020)

Click here for to see more supporting resources on NCTM’s Social Justice and Equity page