Realizing the Vision

Principles and Standards for School Mathematics acknowledges that there are significant challenges in realizing the vision for improving mathematics education. For example, How can all students have access to high-quality mathematics education? How can teachers learn what they need to know? Are assessments aligned with instructional goals? The Principles provide a useful perspective in addressing these difficult issues.

Many groups and individuals need to be involved in attaining the vision described in Principles and Standards, including teachers, mathematics teacher-leaders, school and district administrators, institutions of higher learning, mathematicians, professional organizations, parents and other caregivers, politicians, business and community leaders, and students. Principles and Standards can help all these people engage in constructive dialogue about mathematics teaching, curriculum, and assessment. It is a means for developing a shared commitment to the improvement of mathematics education.

A strong system of support is needed at both the local and national levels in order to make the vision of Principles and Standards a reality. Teachers must continually update their professional knowledge, both of mathematical content and of pedagogy. Teacher-leaders should strive to shift the conversation among their colleagues from just "activities that work" to a critical analysis of their practice. School, district, and state or province administrators must establish effective structures that support students' learning and teachers' professional growth.

The teaching of mathematics can be controversial. Today's mathematics classrooms look quite different from classrooms of twenty years ago. Outreach to parents and others in the community is essential. Choices of instructional materials need to be based on a community's agreed-on goals for mathematics education. Parents and caregivers should know why an extensive and rigorous mathematics education is essential for their children and what options are available. Students must take responsibility to engage seriously with mathematics. Community members need to understand the changing goals and priorities of school mathematics and must be involved in the process of improving mathematics education.

Though the challenge posed by Principles and Standards is great, there are good reasons to be optimistic. A substantial body of research on teaching and learning is now available that can guide the teaching of mathematics. Many strong communities of practice already exist among teachers, administrators, and others. Powerful organizations are supporting efforts to improve mathematics instruction. If teachers work together with the many other groups that influence mathematics education, all children can receive the solid grounding in mathematics that they will need in the twenty-first century. It is our hope that Principles and Standards will serve as a catalyst for the continued improvement of mathematics education.