Being a Catalyst for Change in Mathematics Teaching and Learning
June 2020
What does it mean to be a catalyst for change? Many questions come to mind when considering being a catalyst for change in mathematics teaching and learning. Are we being a catalyst for change when needed in mathematics education? What can we do to be a catalyst for change? What are the essential questions to ask when considering catalyzing change?
The Merriam-Webster dictionary defines a catalyst as “an agent that provokes or speeds significant change or action” (
https://www.merriam-webster.com/dictionary/catalyst). If we are to provoke significant change and action in mathematics education, then we need to examine the current situation in mathematics education; consider the direction for mathematics education; and engage multiple stakeholders in the conversations, planning, and actions that will bring about positive change.
Why catalyze change in mathematics education? We know how important mathematics learning, doing, and identity are at an early age and through elementary and middle school on into high school and beyond. The National Council of Teachers of Mathematics
mission statement “advocates for high-quality mathematics teaching and learning for each and every student.” It is central in a culture of equity where each and every student has access to high-quality learning experiences empowered by the opportunities mathematics affords.
In his
President’s Message (March 2018) announcing the release of
Catalyzing Change for High School Mathematics: Initiating Critical Conversations, NCTM President Matt Larson stated, “We owe this effort not only to our students but also to ourselves as we work together to create and nurture the society we wish to inhabit.” He also noted that although NCTM was beginning catalyzing change with high school that this effort would continue. The critical conversations began then and are continuing now with two Catalyzing Change titles addressing earlier grades.
In 2019 under Robert Berry’s leadership as NCTM President, writing groups were formed to address catalyzing change for early childhood through middle school. As a result
Catalyzing Change for Early Childhood and Elementary Mathematics: Initiating Critical Conversations and
Catalyzing Change for Middle School Mathematics: Initiating Critical Conversations were published in April 2020. We now have a collective, collaborative direction across PK–grade 12 to consider, ensuring just, equitable, and inclusive access for each and every student in learning mathematics.
The Catalyzing Change series offers four key recommendations that must be enacted to create the highest quality mathematics programs across PK– 12 grades for each and every student. They are as follows:
- Broaden the Purposes of Learning Mathematics
- Create Equitable Structures in Mathematics
- Implement Equitable Mathematics Instruction
- Develop Deep Mathematical Understanding
Each of these four recommendations is described in the three-book series with a grade- band focus: high school, middle school, and early childhood and elementary mathematics. You can view the webinar series from NCTM’s
100 Days of Professional Learning, where the writers provide an overview of the new publications and the four key recommendations found in the two new books in the series on early childhood and elementary mathematics and middle school mathematics.
- “Catalyzing Change Across All Levels: Opportunities and Challenges,” by NCTM President Trena Wilkerson and NCTM Past President Robert Q. Berry III (May 26, 2020)
- “Catalyzing Change: An Overview of the Four Key Recommendations for Early Childhood and Elementary Mathematics,” by DeAnn Huinker, Cathery Yeh, Nicole Rigelman, and Anne Marie Marshall (May 27, 2020)
- “Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations Centered on the Four Key Recommendations,” by Sarah B. Bush, Christa Jackson, George J. Roy, and Eric Milou (May 28, 2020)
Additional resources and supporting documents can be found at
https://www.nctm.org/change/. These include resource guides and book study guides that can support individuals and groups as they examine the recommendations and consider ways of addressing their particular situations.
I encourage us to begin these critical conversations through collaborations across stakeholders. State and provincial education policymakers and leaders, building and district administrators, school boards, school counselors, curriculum developers, instructional leaders, university and mathematics teacher educators, PK– 12 teachers and students, families and communities, student caregivers, paraprofessionals, substitute teachers, school volunteers, and the employment sector should all be a part of the conversations. Every voice is needed as we move forward to ensure long-term sustained improvements in school mathematics. Let’s work to invite all to participate and be a part of catalyzing change for school mathematics.
Each of the two new books provides conversation starters through essential questions ab out each recommendation. I want to be clear that our challenges are systemic and have been long standing. They need to be addressed in a systemic manner; thus, it is important that all stakeholders are involved. Catalyzing Change is about having critical conversations, and that takes leadership. These are hard conversations but necessary to confront these challenges. We must work together because we have a collective responsibility to provide the highest- quality mathematics programs. It cannot be accomplished alone or in isolation.
COVID-19 has certainly positioned mathematics teaching and learning with particular challenges for supporting students, teachers, families, and many others as they work to provide essential learning experiences for students. In these times of unprecedented change, it is important that we examine policies, practices, and structures that may be contributing to the inequities that exist in teaching and learning mathematics. In
Catalyzing Change for Middle School Mathematics (2020, p. 1), we are reminded that “disparities in learning opportunities based on race, class, language, gender, and perceived mathematical ability are far too prevalent in school mathematics.” I would challenge us to use this time as an opportunity to address these inequities, both in the short term as decisions are being made for the 2020– 2021 return to school, and in the long term to engage in the needed, critical conversations to transform school mathematics education to ensure that each and every student has equitable access to high-quality mathematics.
In my May 2020 President’s message “
Taking This Journey Together,” I acknowledged that we will face challenges along the journey, but along with those challenges will come opportunities. We have an opportunity now at this point in our journey. I also shared that we are not alone on this journey. Let’s take this journey together to ensure all student s have access to just and equitable learning through rigorous and engaging experiences with structures and practices that support students in developing a positive mathematical identity. Although Catalyzing Change inspires us to initiate those critical conversations, we cannot stop with conversation. We must take action. We must identify actionable steps and develop plans to confront inequitable practices that lead to differential learning opportunities and outcomes for students. These inequities influence students’ mathematical identities and sense of agency. “It is our responsibility to launch every child on their mathematical journey with confidence in themselves as knowers, doers, and sense makers of mathematics and with the realization that each and every person belongs in mathematics” (NCTM 2020 [Early Childhood and Elementary], p. 128).
In closing, I would like to thank Matt Larson, Robert Berry, the NCTM Board of Directors, the writers, reviewers, and NCTM staff, including Associate Executive Director of Research, Learning, and Development Dave Barnes, for their vision and leadership to bring these publications to the mathematics education community. It was an honor for me to be a part of this initiative and work with this amazing group. Together the three publications provide a powerful direction for guiding the teaching and learning mathematics so that each and every student can develop a deep understanding of mathematics; experience the wonder, beauty, and joy of mathematics; and understand and critique their world. Let’s work together and be a catalyst for change.
Trena Wilkerson
NCTM President
@TrenaWilkerson