Catalyzing Change

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    Our students need mathematics to make sense of their world and increase their opportunities. As teachers, administrators, and education leaders, each and every student is counting on us, our policies, and our practices to support them, support their learning, and develop them as doers of mathematics.

    NCTM has embarked on a comprehensive look at mathematics education from K-12. This involved administrators, higher education faculty, educators, and leaders in mathematics education. The results of this work address policies, practices, and issues and include practical recommendations to help create positive change.

    NCTM’s Catalyzing Change series looks to help you engage in critical conversations and create positive change.

    Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations

    Students’ mathematical learning at Early Childhood and Elementary often sets the stage for their education trajectory. Examine how to make a positive difference for each and every student at this level.

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    Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations

    The needs of young adolescents are unique and impactful. Our policies and practices must consider support and contribute to how they see themselves, see mathematics, and use their skills to make sense of the world.

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    Catalyzing Change in High School Mathematics: Initiating Critical Conversations

    Identify and address critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary to increase their opportunities for personal and professional success.

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    Success Stories from Catalyzing Change 

    The stories in this book represent the efforts along the continuum of change including work that is just starting, to initiatives in progress, to examples of advanced implementation.

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