COMMITMENT TO ANTI-RACISM
CMC believes in the mathematics potential of all students, but belief is not enough. As a community, we must actively engage in brave and courageous conversations about anti-racism and commit to anti-racist practices, pedagogies, and work. We need to deepen our awareness of students’ experiences and leverage trauma-informed practices to support the complete development of each and every young person. In order for CMC to strive towards its mission, schools must be places that are safe for all students. This means rooting out all forms of institutional violence, particularly those policies that, whether by intent or practice, inflict disproportionate harm on any group.
As mathematics educators, we can:
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Work on ourselves. Engage in self-reflection about our beliefs, practices, and biases. Recognize that this is a growth area for all of us.
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Listen empathetically. Start conversations with others to deepen our understanding by learning about others’ perspectives and experiences.
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Support allyship. For those who are allies, be prepared and educated to engage in and facilitate uncomfortable conversations about race and racism in classrooms, in workspaces, and in your social circles.
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Know that each student has strengths. Focus on highlighting the strengths each student comes to us with, while supporting new strengths to emerge.
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Be an advocate. Interrupt and disrupt situations that compromise the humanity of another person, especially students.
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Empower students. Use mathematics as a way to examine and bring light to inequities and empower students to be part of the discourse.
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Remove barriers. Ensure that the opportunities for all children are amplified, not diminished by school, and in particular, mathematics. Create safe and brave spaces where students can be their best selves.
The California Mathematics Council (CMC) stands with TODOS: Mathematics for ALL in prioritizing antiracist mathematics education.
The California Mathematics Council (CMC) believes all students deserve access to high-quality, modern, and socially just mathematics courses. We recognize that some policies and practices, though well-intentioned, can create barriers that limit students’ access, achievement, and sense of identity in mathematics. As a community of educators, we are committed to dismantling these inequities and building humanizing math programs that empower students to thrive and positively impact their communities.
CMC invites collaboration across all education sectors to modernize mathematics pathways for every student. We are committed to:
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Advocating for continuous enrollment in rigorous, modern math courses and multiple pathways to postsecondary mathematics.
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Increasing collaboration among educators, families, students, and community partners.
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Providing learning opportunities for teachers, administrators, students, and families.
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Supporting statewide adoption of innovative courses developed through CMRCI.
We seek the partnership of the State Superintendent of Public Instruction and the State Board of Education to create spaces for collaboration and advance modernized math pathways that meet the diverse needs of 21st-century California students.
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The California Mathematics Council (CMC) stands in strong support of the draft California Mathematics Framework and its commitment to equity, access, and excellence in mathematics education.
The Framework, grounded in research and collaboration, maintains the California State Standards for Mathematics while offering guidance to educators and districts on implementing inclusive, relevant, and rigorous instructional practices. It challenges outdated approaches that have historically limited access and opportunity and instead promotes meaningful, connected learning experiences that engage all students in high-level mathematics.
CMC rejects misinformation and narrow perspectives that overlook the importance of culture, context, and student experience in mathematics learning. We believe the Framework represents a modern, research-based vision for mathematics education in California—one that values multiple pathways to success, fosters critical thinking and problem solving, and ensures that every student has the opportunity to thrive from early learning through high school and beyond.
The California Mathematics Council (CMC) stands in full solidarity with the National Council of Supervisors of Mathematics (NCSM) and TODOS: Mathematics for ALL in affirming social justice as a fundamental priority in mathematics education.
We believe that every student deserves equitable access to rich, rigorous, and relevant mathematics learning experiences. Achieving this requires systemic change—challenging the historical and ongoing influences of power, privilege, and oppression that have created inequitable learning opportunities.
CMC supports the call for transformative action at all levels of the educational system—from classrooms and districts to universities, school boards, and communities. We recognize that meaningful progress demands confronting bias, dismantling barriers, and fostering inclusive environments where all students are empowered to see themselves as capable mathematicians.
In standing with NCSM and TODOS, CMC reaffirms our commitment to advancing equity and social justice in mathematics education so that every child in California and beyond has the opportunity to thrive and succeed in mathematics.
The California Mathematics Council (CMC) stands with the National Council of Supervisors of Mathematics (NCSM) in opposing the practice of tracking in mathematics education.
Research shows that tracking often results in segregated classrooms, limited pathways, and lower-quality learning experiences, disproportionately affecting students from minority and low-socioeconomic backgrounds. Tracking also frequently lacks transparency and accountability, contributing to persistent educational inequities without improving overall achievement.
CMC supports NCSM’s call for detracked, heterogeneous mathematics instruction through early high school, ensuring that all students have access to rigorous, meaningful, and equitable mathematics learning experiences. We also recognize that after foundational mathematics learning, students may benefit from multiple curricular pathways that are all designed to lead to viable post-secondary opportunities.
By advocating for detracking, CMC reaffirms its commitment to equitable access and high-quality mathematics instruction for every student.
Position Papers
The following position papers and resources embody the mission of the California Mathematics Council. As a state mathematics body, we believe it is important that we clearly state our positions on important topics that will create opportunities to support all students to be successful in mathematics. This list compiles some of the most recent important position papers by mathematics educational organizations and is not an exhaustive list.