Position Statements of the Association of State Supervisors of Mathematics
Continuing the Journey: Mathematics 2021 and Beyond was developed collaboratively between the Association of State Supervisors of Mathematics, the National Council of Teachers of Mathematics, and NCSM: Leadership in Mathematics. This document provides guidance in decision-making and addresses three areas that have implications for equitable access to high-quality mathematics teaching and learning: (1) a focus on grade/course-level content, (2) instruction through equitable, effective teaching practices, and (3) planning for advocacy.
The Association of State Supervisors of Mathematics joins a collective of mathematics education organizations to advocate for social justice and an end to anti-Asian racism along with any other racism and discrimination in our schools, universities, and communities.
The Association of State Supervisors of Mathematics is committed to promoting systems that detrack school mathematics to ensure equitable and empowering programs and opportunities.
In recognition of the effects of COVID-19 on education, the Association of State Supervisors of Mathematics suggests four principles for the teaching and learning of mathematics.
The Association of Supervisors of Mathematics commits to being an advocate for dismantling the systemic structures and confronting the individual beliefs and practices that have allowed inequities to persist.
The Association of State Supervisors of Mathematics (ASSM) values collaborating with other national organizations of state leaders to move thinking forward on issues related to mathematics education. Recently, ASSM partnered with Advance CTE, Council of State Science Supervisors, and International Technology and Engineering Educators Association to co-author a joint document, STEM4 : The Power of Collaboration for Change. The document is the product of a coordinated effort among the leadership of the respective organizations to address the challenges faced when implementing STEM education and providing access to the knowledge, skills, and career pathways necessary for all students, particularly those in underserved populations.
The Presidents of CBMS Member Professional Societies call on institutions of higher education, mathematics departments and the mathematics faculty, public policy-makers, and funding agencies to invest time and resources to ensure that effective active learning is incorporated into post-secondary mathematics classrooms.
The Presidents of CBMS Member Professional Societies present a statement of support for the continuation and expansion of initiatives regarding a concerted collective approach to issues of mathematics education during the critical transition from high school through the first two years of college.
The Presidents of CBMS Member Professional Societies present a statement of support for the Common Core State Standards for Mathematics, a common blueprint of expectations for school mathematics.
The AMTE, ASSM, NCSM, and NCTM recommend the use of Elementary Mathematics Specialists (EMS) in preK-6 environments to enhance the teaching, learning and assessing of mathematics in order to improve student achievement.
In a joint public statement, NCTM, NCSM, and ASSM support the goal of the CCSS to describe a coherent, focused curriculum that has realistically high expectations and supports an equitable mathematics education for all students. Many aspects of the central elements of the CCSS echo the longstanding positions and principles of our organizations.