Achieving Equity and Excellence in Mathematics Teaching
International and national assessments suggest that U.S. students’ mathematics performance declines drastically as they progress to higher grades. Improvement in K-12 performance remains elusive despite efforts to set more rigorous academic standards, align curriculum materials more closely with those standards, and test more frequently. Such reforms have not changed how math is taught. Math instruction in the United States still focuses more on rules than on making sense of concepts. Until that changes, student performance is unlikely to change. One way to improve instruction is through a more systematic approach to teacher training.
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