Overview
The major observations and recommendations of this book establish new goals for mathematics learning and lay out a course of action for achieving those goals.
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All students can and should be proficient in mathematics.
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Mathematical proficiency involves five intertwined strands: (1) understanding mathematics; (2) computing fluently; (3) applying concepts to solve problems; (4) reasoning logically; and (5) engaging with mathematics, seeing it as sensible, useful, and doable.
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For all students to become mathematically proficient, major changes must be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system. In particular:
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Instruction should support the development of mathematical proficiency for all.
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Instructional materials should integrate the five strands of mathematical proficiency.
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Assessments should contribute to the goal of mathematical proficiency.
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Teachers should have the support that will enable them to teach all students to be mathematically proficient.
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Efforts to achieve mathematical proficiency for all students must be coordinated, comprehensive, and informed by scientific evidence.
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Mathematical proficiency for all cannot be achieved through piecemeal or isolated efforts. All interested parties—including parents and caregivers, teachers, administrators, and policy makers—must work together to improve school mathematics.