In the last few decades, mathematics education in the United States has seen a perfect storm with respect to the teaching and learning of algebra—one that is difficult for our colleagues in other countries to fathom. As part of recent largescale education reform in the United States, the increasingly widely perceived need for greater mathematical literacy and the desire to make access to college more equitable in the society have led to promotion of “algebra for all” and the codification of this desire in high-stakes accountability measures (e.g., as illustrated by Achieve's American Diploma Project (ADP, 2004)). Algebra in the Early Grades, an edited volume by a group of mathematics education researchers, is in important ways a response of mathematics educators to these developments.
Dan Chazan and Ann R. Edwards
Tonya Bartell, Anita Wager, Ann Edwards, Dan Battey, Mary Foote and Joi Spencer
The Common Core State Standards for Mathematics (CCSSM) do not make any promises about the teaching practices that should be used to support students' enactment of the standards. Thus, equity gets framed as achievable through making the standards a goal for all students. We know from research on past reform efforts that standards without explicit (or companion) teaching practices, and teaching practices without explicit attention to equity, will inevitably result in the failure of the standards to achieve goals for students. This commentary provides a framework for future research that hypothesizes research-based equitable mathematics teaching practices in support of the CCSSM's Standards for Mathematical Practice, connecting research, policy, and practice in order to realize the equity potential of the CCSSM.