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  • “Eliminate dead-end tracks in the school curriculum, such as ‘general mathematics.'” (p. 15)

  • “Develop clear, consistent, and regularly administered assessment programs for monitoring student progress toward curriculum benchmarks.” (p. 15)

  • “Continue to study how technology should be used to further student learning in mathematics.” (p. 15)

  • “Bring all pre-service teacher education programs into line with the standards for what teachers should know about mathematics and mathematics education established by the Mathematical Association of America, Interstate New Teacher Assessment and Support Consortium and the National Council of Teachers of Mathematics.” (p. 22)

  • “Develop, support, and require teacher professional development in mathematics and mathematics education over the full span of teaching careers, with special emphasis on the first years of induction into the profession and on continued growth in teaching mathematics.” (p. 22)

  • “All students of mathematics should be taught by teachers who have been well prepared in the content of mathematics and techniques of teaching mathematics; in particular, all mathematics teachers in grades five through nine should be mathematics specialists.” (p. 16)

  • “Carefully evaluate the relative effectiveness of varied approaches to achieving standards for school mathematics for students, for teachers, and for instructional programs as a whole.” (p. 27)

  • “Continue to monitor national and international achievement and curricular trends to provide a basis for comparison and targets for improvement.” (p. 28)

  • “Equip teachers with tools and supports to enable them to help children of all backgrounds complete a challenging mathematics curriculum.” (p. 22)

  • “Translate research findings into strategies to improve the effectiveness of various instructional approaches, commercial and project materials, and the use of technology to foster student achievement and increase rates of student retention in school mathematics programs.” (p. 28)


    The summaries of current practice and proposed actions laid out in Every Child Mathematically Proficient can be a starting point from which to initiate discussions of change and improvement of mathematics programs. To consider how to begin the process and to ensure that all students leave school mathematically proficient, educators and policy makers might do the following:

    • Analyze their existing mathematics program in light of the recommendations in Every Child Mathematically Proficient.

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