Asset-based approaches recognize and use students' knowledge, experiences, creativity, and personal goals as valuable resources
Actors in every part of the mathematics education system promote and act on views and use language that are asset-based
Aligns with all pillarsÂ
Requires that schools and districts curb and ultimately eliminate practices that limit students' access to rigorous mathematics
Provides opportunities for rich mathematics and high expectations for all students
Relates most closely to "Align and Advance Systems" Pillar
Requires that mathematics is a priority throughout all levels of the state education system
Prioritizes mathematics including ensuring time for teachers and students to engage with the content deeply as well as providing consistent and meaningful support for teachers' development via coaching and other opportunities
Invests and plans for an ample supply of high-quality teachers of mathematics
Relates to "Align and Advance Systems" pillar
Formative assessments and feedback have powerful impacts on students' mathematical learning and should be leveraged to maximize learning
Grading practices have the power to support or impede student learning
Relates to all three pillars
High-quality mathematics curriculum supports students' development of procedural fluency, conceptual understanding, and reasoning and problem-solving
Teachers need to continuously use relevant, rigorous, meaningful tasks that allow students to solve non-routine problems
Curriculum needs to be coherent and include meaningful development of concepts that support students to make connections among ideas
Relates mostly closely to "Modernize Mathematical Programming" and "Align and Advance Systems" Pillars