NCSM Joint Position Papers

NCSM has collaborated with AMTE, ASSM, and NCTM to make joint public statements to help our members interpret important national documents that impact their work.

NCSM Joint Position Papers

Mathematics Education Organizations Unite to Support Implementation of Common Core State Standards
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The Role of Elementary Mathematics Specialists in the Teaching and Learning of Mathematics
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NCSM Position Papers: Improving Student Achievement Series

NCSM Position Papers are designed to provide NCSM members with support regarding critical actions that lead to improved student achievement in mathematics. The papers are a product of the collaborative efforts of many individuals who offered their writing, editing and critiquing skills. These papers provide our members with answers to two questions:

  • What does NCSM believe about important issues in mathematics education leadership?
  • How is NCSM helping mathematics education leaders provide research-informed answers to the issues we face in our local district?

History

Upon receiving the Glenn Gilbert Award at the 2005 St. Louis Annual Conference, long-time NCSM member and past President (1993-1995), Carey Bolster challenged NCSM as an organization to "mind the gap" and step forward with a clear platform of direction to its membership. The Improving Student Achievement Series: Researched-Informed Answers for Mathematics Education Leaders was inspired by this challenge. The concept received unanimous approval from the NCSM Board as part of the NCSM's 2007-2008 annual strategic plan. In September 2007, the first two Position Papers were released, coinciding with the launch of a year-long celebration of NCSM's 40th anniversary of leadership in mathematics education.

Permissions

NCSM grants permission to reprint these papers for distribution.

Inquiries

The NCSM Board hopes that you will find our positions, the research and literature that support them, and the practical steps you can take to implement each position, to be of use to you and your colleagues.

Please let us know your reaction to the NCSM Position Papers. You may write directly to any of these NCSM representatives:

  • Valerie Mills, NCSM President
  • Linda Fulmore (), NCSM Position Papers Editor

Facilitator's Guide for NCSM Position Papers

Beginning in 2007, NCSM's Improving Student Achievement Series links research with classroom practice. These papers focus on important issues in mathematics education. Each paper follows the same format: the position statement, the research supporting the position, and the steps that can be taken to implement the position.

The Purpose of the Facilitators Guide for NCSM Position Papers is to offer suggestions to help mathematics leaders facilitate learning opportunities using the NCSM Position Papers.

NCSM Position Papers: Improving Student Achievement Series

Improving Student Achievement by Infusing Highly Effective Instructional Strategies into RtI Tier I Instruction
(Spring 2013)


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Intervention is an essential component to any K-12 mathematics program. Tier 1 of the RtI framework places emphasis on a high-quality general curriculum in which specific interventions are implemented. The focus of Tier 1 is to ensure instruction of the core curriculum using evidence-based practices taught with fidelity so that all students are mastering the curriculum. As leaders we need to connect with colleagues and place emphasis and focus on interventions and instructional decision making to support the learning of ALL students.
Improving Student Achievement in Mathematics by Using Manipulatives with Classroom Instruction
(Spring 2013)


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In order to develop every student's mathematical proficiency, leaders and teachers must systematically integrate the use of concrete and virtual manipulatives into classroom instruction at all grade levels. As leaders we must act to create and sustain the conditions and structures that will enable every mathematics teacher to use manipulatives successfully and to move away from incidental to systematic approaches to manipulative-based instruction.
Improving Student Achievement in Mathematics by Expanding Learning Opportunities for the Young
(Spring 2012)


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This paper highlights the need to provide young children with extensive, high-quality mathematics instruction. There is extensive research that supports the idea that a coordinated national early childhood mathematics initiative should be put in place to improve mathematics teaching and learning for all children ages 3 to 6. As leaders we need to work to ensure that all children obtain the mathematical foundation they need for success.
Improving Student Achievement in Mathematics by Expanding Opportunities for Our Most Promising Students of Mathematics
(Spring 2012)


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This paper highlights the idea that significant improvement in mathematics achievement over a sustained period requires addressing equity and expanding opportunities for the most mathematically promising students. A strong diverse society has the right to demand that we all look for mathematical promise in our students and seek to overcome the lenses of bias or low expectation that can cloud our vision. All of our students deserve a learning environment that lifts the ceiling, fuels their creativity and passion, and pushes them to make continuous progress throughout their academic careers.
Improving Student Achievement in Mathematics by Systematically Integrating Effective Technology
(Spring 2011)


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Today's world makes a burgeoning array of technologies available to classrooms, ranging from graphing calculators to computers and electronic whiteboards. This paper provides the latest information from research and experience to guide teachers and leaders in the strategic use of technology in the classroom.
Improving Student Achievement in Mathematics by Promoting Positive Self-Beliefs
(Spring 2010)


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This paper highlights the critical importance of developing and nurturing positive self-beliefs. Educators who establish a classroom climate that promotes positive self-beliefs about intelligence and academic ability increase students' motivation and engagement. The process of promoting positive self-beliefs begins with teachers believing that all students can learn meaningful mathematics.
Improving Student Achievement in Mathematics by Addressing the Needs of English Language Learners
(Fall 2009)


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This paper offers clear insights and action steps necessary to support the needs of ELL students. This paper is the sixth in a series that provides information, research and action steps to support our membership and education leaders in mathematics as they work to improve student achievement.
Improving Student Achievement in Mathematics by Leading Highly Effective Assessment Practices
(Spring 2009)


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This paper emphasizes the need to balance assessment-for-learning with assessment-of-learning. Adult collaboration that clarifies what students should learn, how their learning will be assessed and what the evidence of learning reveals, occurs frequently and regularly in order to promote equity and reduce bias.
Improving Student Achievement in Mathematics for Students with Special Needs
(Winter 2008)


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This paper provides direction for meeting the needs of students with special needs through strategic customization of instruction and assessment and through collaboration among those with content expertise and special education expertise.
Improving Student Achievement by Leading the Pursuit of a Vision for Equity
(Spring 2008)


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This paper provides direction for systematically addressing equity in student achievement by reframing the inequity perspective of "achievement gap" to an "opportunity gap" (Flores, 2007) and by promoting the effective use of professional learning communities to impact adult and student development in mathematics.
Improving Student Achievement by Leading Sustained Professional Learning* for Mathematics Content and Pedagogical Knowledge Development
(September 2007)


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This paper provides direction for creating ongoing context-based adult learning (or professional development) for the express purpose of impacting student learning.

* In the words of Michael Fullan (2007): "Professional development as a term and as a strategy has run its course. The future of improvement, indeed of the profession itself, depends on a radical shift in how we conceive [teacher] learning".

Improving Student Achievement by Leading Effective Collaborative Teams of Mathematics Teachers
(September 2007)


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This paper provides direction for the elimination of inequities often caused by the privatization of teacher practice. The paper establishes the necessity for the use of high-performing grade level and course-level teacher teams.


Contact NCSM at or (303) 758-9611 for further information.