PRESIDENT'S MESSAGE

In a world that often demands quick, procedural answers, we stand for the power of "I wonder..." and "What if...?" We advocate for curiosity not as a soft, optional add-on, but as a fundamental engine of learning and an explicit act of equity. We know that a classroom that fosters curiosity is a classroom that empowers students, validating their thinking, honoring their cultural and linguistic backgrounds, and arming them with the critical thinking skills to challenge, create, and lead. It is our collective stance against a version of mathematics that has, for too long, acted as a gatekeeper, and our commitment to reimagining it as a gateway.

​

But this "why" is fragile. It cannot survive on passion alone. It demands a "how."

​How do we, in the practical reality of our classrooms, create the conditions for 30 or more unique students to be curious, creative, and courageous every single day?

​

The answer is complex, but one of the most critical levers is the quality of the tools and materials we use. California needs high-quality instructional materials to support teachers, boost math learning (Andres-Salgarino, 2025). Our instructional materials are not neutral. They either open doors to deep, conceptual thinking or they slam them shut with a focus on rote, disconnected procedures. This is why CMC has been relentlessly engaged in the advocacy for High-Quality Instructional Materials (HQIM).

​

We don’t just mean "new" or "shiny." We refer to the materials that are grounded in research, aligned with our shared vision, and designed for accessibility. We mean materials that serve as a launching pad for rich tasks and deep discourse, not a rigid script that silences teacher expertise and student inquiry.

​

I am proud of the advocacy work we have done with our partners. CMC has joined forces with the California HQIM-Learning Partnerships Coalition (HQIM-LPC) to be a clear, unified voice for educators. Our coalition's recent statement, Celebrating the 2025 Mathematics Materials Adoption and Advancing the Work Ahead, is not a declaration of victory. It is a strategic pivot. It marks the end of one chapter—advocacy for adoption—and the beginning of a far more critical one: advocacy for implementation.

​

And this new chapter must be written and led by you.

​

This work is informed directly by your voices. During the CMC South conference, we hosted a dinner with educators from across the state to share and discuss the preliminary data from our April-May 2025 CMC Survey. The insights from 717 of our colleagues are not just "data"; they are a mandate. You told us about the challenges, the needs, and the stark disconnect that often exists between district-level decisions and classroom-level realities.

​

This survey, along with the countless conversations we’ve had, confirms a truth we all know: the most critical role in this new phase is that of the teacher.

​

Our advocacy has been clear: "Adoption is not a singular event. It is a series of touchpoints for reflection on the ways we embody the vision of a mathematics education that uplifts our students."

​

Now, we must live that truth. The real work begins now, in our districts, in our school sites, and in our PLCs. And it cannot, and must not, be a top-down directive.

​

This is our moment for activation. For too long, teachers have been seen as the passive implementers of decisions made by others. That era must end. We are not just implementers. We are designers, researchers, and experts, and we are the single most important variable in our students' success.

​

Therefore, your voice in the decision-making process is not optional; it is essential.

​

This is my call to action for every member of the CMC community:

​

1. Demand a Seat at the Table: Find out where the decisions are being made in your district. Is there a curriculum adoption committee? A professional learning task force? Get on it. If one doesn't exist, demand that one be created—and that it be led by classroom teachers.

2. Ask the Hard Questions: As your district reviews materials, be the voice that relentlessly centers students and teachers. Ask: "How does this material foster curiosity?" "How does it provide access for all learners, especially our multilingual students and students with disabilities?" "What is the real, long-term, job-embedded professional learning plan that honors teacher expertise?" "How will we, the teachers, lead this work?"

3. Activate Your Colleagues: Do not be the only voice. Talk to your fellow teachers. Bring them to the meetings. Share the CMC survey data. Share our coalition's statement. An organized, collective, and informed teacher voice is the only thing that can and will shape a successful implementation.

4. Lead from Where You Are: You do not need a formal title to be a leader. Lead in your grade-level team. Lead in your school. Step up to lead your local affiliate. Consider running for a position in CMC. We are a member-led organization, and our strength comes from you.

 

Our conferences are where we come together to inspire one another, share our best "hows," and recharge our spirits. However, our advocacy ensures that our classrooms and systems are places where that inspiration can take root and flourish.

​

This is the work. It is not easy, but it is essential.

Thank you for your passion, courage, and willingness to raise your voice. I am proud to be in this fight with you.

 

In partnership and action,

​

​

Dr. Ma Bernadette Andres-Salgarino, NBCT

President, California Mathematics Council