Article

KATM Board Position Statement: High-Quality Mathematics Instruction

Authors

• Michael Lawson  Michael Lawson ORCID profile. (opens in new tab) , mlawson1@ksu.edu(compose email, opens in email app.), Assistant Professor, Curriculum and Instruction, Kansas State University, None (Aug 2026–)
• Angela Broaddus, Professor, Benedictine College, None
• Aubrey Neihaus, aubrey.neihaus@wichita.edu(compose email, opens in email app.)
• April Koontz
• Lauren Ferguson
• Jennifer Bosley
• Melissa Schoepf
• Ceferino Gilig Jr
• Margaret White
• Lara Staker
• Kelli Ines
• Samantha Wright
• Caleb Austin
• Jolene Goodheart Peterson
• Marcha Glenn
• Cherryl Delacruz
• Heather Bledsoe

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

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