The foundation wants to fund projects that reflect students' lived experiences, strengthen their math identities, and explore issues of social justice.
Recently in Math Instruction Category
October 07, 2020
June 16, 2020
As schools plan for fall instruction, educators must take the opportunity to rework math instruction so it's equitable for all students, two math organizations said in a new paper.
March 17, 2020
Spring testing is being cancelled or delayed as the coronavirus closes tens of thousands of schools nationwide. EdWeek is tracking states' assessment plans.
March 09, 2020
Long Beach Unified created a "math assistant principal," position, among other initiatives, to support students in schools that have the highest needs in math. Stacey Benuzzi, who holds that position, explains how her job works.
March 06, 2020
As the virus continues to spread, some teachers have made COVID-19 a focus of their lessons, in attempts to explain the facts and debunk rumors.
February 06, 2020
Nearly one-quarter of the high school graduates of 2019 who took Advanced Placement exams scored a 3 or higher, continuing trends of score improvements among students overall, according to results released Thursday by the College Board. But the results also show small declines for three ethnic groups, including white students.
November 13, 2019
Most students don't aspire to careers that will require calculus, so high schools must create sequences of math courses that reflect the wide variety of young people's occupational goals, a math advocacy group argues in a new report.
October 31, 2019
Mathematics Vision Project has dismissed the lawsuit after the surprising move the company made this summer to take legal action against one of its most vocal parent critics.
September 11, 2019
Research shows that students in the juvenile justice system have less access to secondary math courses than their peers in traditional schools. A new report finds that these gaps are bigger for Native American students.
August 16, 2019
In reading, math, and science, teachers whose students scored low on a national test reported being less likely to ask their classes to engage in higher-order thinking or offer them advanced work than teachers whose students scored high, a report from the National Center for Education Statistics finds.