Abstract
At a time of competing claims about how mathematics should be taught, the Kansas Association of Teachers of Mathematics offers a research-informed vision for high-quality mathematics instruction for Kansans and beyond. Our position resists singular, one-size-fits-all prescriptions and argues instead for a balanced, multifaceted approach responsive to students, mathematical goals, and instructional contexts. We center conceptual understanding, procedural fluency, reasoning, inquiry, discourse, multiple representations, collaboration, and asset-based teaching as mutually reinforcing dimensions of mathematics learning. We also affirms teachers’ professional judgment and need for sustained, practice-based opporunities for growing their practice. Together, these commitments envision classrooms in which every student develops mathematical confidence, competence, flexibility, and creativity.
Keywords:
- High-Quality Mathematics Instruction
- Position Statement
- Mathematics Education
How to Cite:
Lawson, M., Broaddus, A., Neihaus, A., Koontz, A., Ferguson, L., Bosley, J., Schoepf, M., Gilig Jr., C., White, M., Staker, L., Ines, K., Wright, S., Austin, C., Peterson, J. G., Glenn, M., Delacruz, C., & Bledsoe, H. (in press). KATM board position statement: High-quality mathematics instruction. Journal for Kansas Mathematics Teachers, 1, 4-10.
7 Views
3 Downloads
Published on
21 October 2026
Peer Reviewed