Mathematics Learning Study Committee

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Mathematics Learning Study Committee Members

Jeremy Kilpatrick, chairman, University of Georgia

Deborah Loewenberg Ball, University of Michigan

Hyman Bass, University of Massachusetts*

Jere Brophy, Michigan State University

Felix Browder, Rutgers University*

Thomas P. Carpenter, University of Wisconsin-Madison

Carolyn Day, curriculum coordinator, Dayton Public Schools

Karen Fuson, Northwestern University

James Hiebert, University of Delaware

Roger Howe, Yale University*

Carolyn Kieran, University of Quebec at Montreal

Richard E. Meyer, University of California, Santa Barbara

Kevin Miller, University of Illinois at Urbana-Champaign

Casilda Pardo, 2nd grade teacher, Albuquerque Public Schools

Edgar Robinson, Exxon Mobil Corp. (retired)

Hung Hsi Wu, University of California, Berkeley

* Member of the National Academy of Sciences

Math Committee’s Key Recommendations

The integrated and balanced development of all five strands of mathematical proficiency (conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition) should guide the teaching and learning of school mathematics.
Instruction should not be based on extreme positions that students learn, on one hand, solely by internalizing what a teacher or book says, or, on the other hand, solely by inventing mathematics on their own.

Teachers’ professional development should be high-quality, sustained, and systematically designed and deployed to help all students develop mathematical proficiency. Schools should support, as a central part of teachers’ work, engagement in sustained efforts to improve their mathematics instruction. This support requires the provision of time and resources.

The coordination of curriculum, instructional materials, assessment, instruction, professional development, and school organization around the development of mathematical proficiency should drive school improvement efforts.

Efforts to improve students’ mathematics learning should be informed by scientific evidence, and their effectiveness should be evaluated systematically. Such efforts should be coordinated, continual, and cumulative.