## ABOUT UCTM

## UCTM CONSTITUTION

## 2019 BOARD MEMBERS

## EQUITY STATEMENT

**As the Utah Council of Teachers of Mathematics Board, we see the following as imperatives to promote equity, access and empowerment in mathematics education in the state of Utah:**

- Each student should be engaged, challenged and supported in mathematics and should see himself or herself as mathematically capable.
- Each student should have a choice in his or her educational pathway.
- Each student should feel a sense of purpose and fulfillment in mathematics curriculum and that his or her contributions are valued.

**In order to accomplish this transformational change, we must address the following three areas:**

- School and Sociocultural Systems
- We believe that school and sociocultural systems should:
- Address the impact of mathematics on how students see themselves;
- Recognize and challenge elitism in mathematics and remove its status as a gate-keeper
- Humanize mathematics
- mathematics needs people as much as people need mathematics (Gutiérrez, 2012, p. 30);

- mathematics needs people as much as people need mathematics (Gutiérrez, 2012, p. 30);
- “[Eliminate the] practice of isolating low-achieving students in low-level or slower-paced mathematics groups” (NCTM, 2014, p. 64).

- We believe that school and sociocultural systems should:
- Teacher Beliefs
- Equitable outcomes for students occur when teachers:
- Empower each student with choice in the type of work, how to approach problems and opportunities to be heard;
- Believe that each student can learn at high levels (Boaler, 2014); and
- Believe that each student deserves engaging, rigorous and challenging curriculum.

- Equitable outcomes for students occur when teachers:
- Classroom Structure and Design
- Equitable outcomes for students occur when classrooms incorporate:
- Intentional use of curriculum, instruction and assessment to design meaningful learning experiences for each student;
- Intentional use of Multi-Tiered Systems of Support (MTSS) to provide multiple, varied opportunities for each student to learn with ongoing, embedded formative assessment;
- Student-centered learning opportunities, in which students are active participants in the learning process, are engaged in deep thinking about mathematics and are driving the conversation;
- Effective use of the NCTM’s Teaching Practices that allows students to see themselves as mathematicians, critical thinkers and able to contribute in mathematical settings; and
- Continual teacher reflection on practice with attention to unconscious bias and its impact on student self-efficacy.

- Equitable outcomes for students occur when classrooms incorporate:

## RESOLUTION IN SUPPORT OF UTAH CORE STANDARDS

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