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The following position papers and resources embody the mission of the California Mathematics Council. As a state mathematics body, we believe it is important that we clearly state our positions on important topics that will create opportunities to support all students to be successful in mathematics. This list compiles some of the most recent important position papers by mathematics educational organizations and is not an exhaustive list.

ASSM - Principles for Adapting Mathematics Teaching and Learning During COVID-19 (2020)

In recognition of the effects of COVID-19 on education, the Association of State Supervisors of Mathematics suggests four principles for the teaching and learning of mathematics.

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The Transition from High School to Post-Secondary Mathematics Designing Modernized and Socially Just Pathways Through Collaboration (2020)

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TODOS: Mathematics for ALL - The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year (2020)

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NCSM: Leadership in Mathematics Education - Closing the Opportunity Gap: A Call for Detracking Mathematics (2020)

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TODOS: Mathematics for ALL & NCSM: Leadership in Mathematics Education - Mathematics Education Through the Lens of Social Justice: Acknowledgement, Actions, and Accountability (2016)

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Benjamin Banneker Association - Implementing a Social Justice Curriculum: Practices to Support the Participation and Success for African-American Students in Mathematics (2017)



Just Equations reconceptualizes the role of math in ensuring educational equity.


Language, Literacy, and Learning in the Content Areas.


CMC believes in the mathematics potential of all students, but belief is not enough. As a community, we must actively engage in brave and courageous conversations about anti-racism and commit to anti-racist practices, pedagogies, and work. We need to deepen our awareness of students’ experiences and leverage trauma-informed practices to support the complete development of each and every young person. In order for CMC to strive towards its mission, schools must be places that are safe for all students. This means rooting out all forms of institutional violence, particularly those policies that, whether by intent or practice, inflict disproportionate harm on any group. 

As mathematics educators, we can: 

  • Work on ourselves. Engage in self-reflection about our beliefs, practices, and biases. Recognize that this is a growth area for all of us.

  • Listen empathetically. Start conversations with others to deepen our understanding by learning about others’ perspectives and experiences. 

  • Support allyship. For those who are allies, be prepared and educated to engage in and facilitate uncomfortable conversations about race and racism in classrooms, in workspaces, and in your social circles.

  • Know that each student has strengths. Focus on highlighting the strengths each student comes to us with, while supporting new strengths to emerge.

  • Be an advocate. Interrupt and disrupt situations that compromise the humanity of another person, especially students. 

  • Empower students. Use mathematics as a way to examine and bring light to inequities and empower students to be part of the discourse. 

  • Remove barriers. Ensure that the opportunities for all children are amplified, not diminished by school, and in particular, mathematics. Create safe and brave spaces where students can be their best selves. 

To access materials from the book study, please follow this link.

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