Whether we realize it or not, math influences how we make decisions every day. From budgeting, measuring, or solving everyday problems, math is all around us, and this understanding begins early. In classrooms across our state, students are making sense of new ideas through daily problem solving. Every student is a thinker, knower, and doer of mathematics.
Because mathematics is such a vital part of how students learn to understand the world, it is essential to better understand the current state of mathematics education across Wisconsin — what is working, what is challenging, and what students and educators need to thrive. That was the goal of DPI math consultants Julie Bormett and Mary Mooney when they conducted math visits across the state this winter. From January through March, they visited urban, suburban, and rural schools across all 12 CESA regions, gathering stories from educators about systems and structures that have been reimagined, revised, or improved to support student success.
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“We think it’s really important not just to work in theory, but to have connections to what is really happening in schools and districts,” said Bormett. “We want to get a pulse of what’s happening right now in our state. It gives us a humanizing aspect to the work we do and helps us know what is most important as we move forward with a statewide mathematics plan.”
While Bormett and Mooney regularly connect with statewide organizations and partners, these visits created opportunities to hear from people who are not always part of those conversations. By inviting schools to share their work, they were able to bring new voices to the table.
“This was a great way to hear from folks we don’t normally hear from,” said Mooney. “They are very proud of their work and want to share it.”
One thing was clear across all visits — educators are working hard and care deeply about students. Other themes that emerged included:
- Greater interest in visits from elementary and middle schools, while high school educators often noted fewer structures and opportunities to improve mathematics, compared to K-8 levels.
- Many districts shared that they are purchasing math instructional materials through a more informed process than in the past.
- Many schools indicated family connections is an area in need of improvement.
- Other common topics included student discourse, precision of mathematical language, coherence within and across grade levels, and the focus of professional learning time.
The themes point to opportunities for continued growth and improvement. Bormett and Mooney noted that the stories they gathered will help inform how the DPI can best support districts in mathematics education. More broadly, they hope the work elevates mathematics and challenges long-standing assumptions about the subject.
