Chapter 1: We Need Elementary Mathematics Specialists Now¹: A Historical Perspective and Next Steps

Is there a more opportune time than right now for schools and school districts to find ways to provide and support elementary mathematics specialists (EMSs)? Consider that those working in elementary classrooms and schools are now attending to issues and challenges regarding the recently reauthorized, and retitled, Every Student Succeeds Act; implementing the Common Core State Standards for Mathematics (CCSS-M) (National Governors Association & Council of Chief State School Officers, 2010) or other standards-based curricular initiatives; monitoring and addressing the mathematical needs of all students; attending to parent/family awareness and support regarding mathematics teaching and learning; and also monitoring both the implementation and impact of summative assessments that states or local school districts are using, or the consortial assessments from Partnership for Readiness for College and Careers and the Smarter Balanced Assessment Consortium. And, these are just the most time-consuming demands which elementary teachers and schools face. Where is the everyday mathematics leadership and support for these initiatives? Who is that “go to” person responsible for guiding and leading professional development efforts, supporting teachers, children, and families, and mentoring other teachers in mathematics?