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Ready Schools, Safe Learners Guidance and Resources

Provides guidance and resources for students, families, and district use during the 2020-2021 school year.

Mathematics Overview

Our goal in Oregon is to set the table for mathematics learning in a new way-- one that invites every learner to the table and helps students feel an authentic sense of belonging, purpose, and joy throughout their K-12 learning. Join us in reimagining how we design the system so that it serves our students and ensures that students build in their inherent strengths to make sense of mathematics and apply learning to solve real world problems of tomorrow. 

We believe mathematics competency is a key that unlocks many doors for students and we know that students who achieve at the highest level in mathematics graduate at higher rates, have access to a wider range of post-secondary opportunities, and bring grounded confidence to their mathematical identities.  

An equitable mathematics system intentionally broadens participation and engagement of all students, harnessing cultural, linguistic, and mathematical competencies they bring to the classroom. The Oregon Department of Education (ODE) is committed to collaborating with education partners across the state to analyze our system of mathematics education through an equity lens in order to change policies and practices that lead to (historically) inequitable student outcomes. Change starts with each of us. Learn more about our commitments in the menus below.

What is mathematics and why is it important to learn?
Mathematics provides a framework for exploring and understanding the world around us. Math gives us the precision to design and transport rovers to Mars, to balance ledgers to the penny, and to manufacture vaccines with specific amounts of ingredients. Math is also open and creative, allowing us to explore sets of data to look for previously unknown relationships, to recognize patterns, to estimate the potential risk involved in a particular situation, and to find symmetry in nature and art. In its broadest sense, mathematics is about more than just a single right answer and a single pathway to that answer. A strong foundation in math - as with literacy - provides a way to make sense of the world around us, to communicate effectively, and to discover innovative solutions.  Every student deserves to experience math in this way, not just as a way of arriving at a single right answer, but as a way to make sense of their world.

What does a commitment to equity in math education mean?
It may seem counterintuitive to think about math as being inequitable. Yet math is taught and learned in a system. Systems are defined by policies, standards, and rules, and they are influenced by the practices, mindsets, and experiences of people. The historical system of math education was developed over 130 years ago as a way to sort students into those who are “math people” and those who aren’t. This system has worked well for relatively few students. An equitable mathematics system intentionally broadens participation and engagement of all students in light of the cultural, linguistic, and mathematical competencies they bring to the classroom while maintaining high expectations for mathematical reasoning, fluency, and application.

What does it mean to “dismantle racism in mathematics”?
Mathematics, in and of itself, is not racist. However, a system in which outcomes can be predicted by race is, by definition, a racist system. Dismantling the historical system requires careful and honest evaluation of graduation requirements, standards, instructional practices, course sequences, and assessments that have historically filtered or tracked students by race, ethnicity, gender identity, or socioeconomic status. The Oregon Department of Education (ODE) is committed to collaborating with education partners across the state -- particularly our Black, Indigenous, and people of color (BIPOC) communities -- to analyze the system of mathematics education through an equity lens in order to disrupt policies and practices that lead to inequitable student outcomes in our state.

How are we committed to getting there?
Engineering an equitable system of math education requires a collective commitment by policymakers, leaders, educators, students and families. It requires replacing the historical system that filters students, to one that elevates and develops each student’s mathematical ability to use mathematics to make sense of the world.  Such a system develops all students' identities as a person who can use math to solve problems they are interested in and make the world a better place.  ODE is dedicated to building a math education system that propels students to their career and college goals through the following commitments:

  • Commitment 1: Provide a strong foundation of mathematical understanding and fluency for every student
  • Commitment 2: Apply mathematics through authentic problem solving opportunities for students
  • Commitment 3: Implement inclusive active learning strategies that engage students with content both inside and outside the classroom 
  • Commitment 4: Dismantle systemic barriers based on perceptions of student’s mathematical readiness rooted in racially-biased or otherwise invalid assumptions

​​American Mathematical Association of Two-Year Colleges (AMATYC)

American Mathematical Society (AMS)

American Statistical Association (ASA)

Association for Symbolic Logic (ASL)

Association of Mathematics Teacher Educators (AMTE)

Association of State Supervisors of Mathematics (ASSM)

Benjamin Banneker Association (BBA)

Conference Board of Mathematical Sciences (CBMS)

Mathematical Association of America (MAA)

National Council of Teachers of Mathematics (NCTM)

National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL

TODOS: Mathematics for ALL

​The Oregon Math Leaders Network is a community of math practitioners who work together to implement and support math teaching and learning in Oregon. Participants include teacher leaders, TOSAs, program administrators, college faculty, and math community partners. If you identify as a math leader, you are! We support each other personally and professionally by asking critical questions, collaborating on problems of practice, and sharing our work. 

Because this network spans the state, the topics of our collaboration will generally be driven by district needs. Examples of such activities include:

  • Professional learning opportunities, for both teachers and administrators.
  • Curating and sharing promising resources and effective strategies.
  • Support for evaluation and implementation of instructional materials.
  • Support for building-level activities such as lesson study groups and one-on-one discussions.
  • Networking with other math leaders across Oregon.

For the 2020-21 school year, the network plans to meet virtually on the 2nd Thursday of each month.

In addition to the monthly meetings, the Network will have the opportunity to participate in occasional “special events” such as professional learning opportunities and guest speakers. Opportunities to register for these special events will be advertised through the Oregon Math Leaders Network as well as the Oregon Math Educator Update newsletter.


Oregon has taken on work to re-imagine math experiences and statewide policies to remove systemic educational barriers in math. The vision of the Oregon Math Project is to transform instruction by attending to student choice, agency, and belonging in mathematics so all learners experience the joy, beauty, and wonder of mathematics.  The periodic review of the Oregon K-12 mathematics standards scheduled this school year, is an opportunity to focus content and align to the vision of transformed math instruction.

The first public draft (Version 3) was published in January 2020, and public feedback was collected until 4/1/21. Sixteen virtual webinars were held in partnership with eight Educational Service Districts in February 2021 and whose feedback was combined with public feedback for consideration by the math content panel.  Edits were incorporated to make the second public draft (version 4) published in July 2021, which public feedback open until September 20, 2021.  

The goal will be to present the standards only version to the State Board for first read and adoption in Fall 2021.  A parallel guidance document will provide additional details to make sense of standards and can be updated on a regular basis as new resources become available over time. 

​Please use this link to provide feedback on the July 2021 draft (version 4) between 7/20/2021 and 9/20/2021.

 FULL GRADE K-8 FILES - Version 4.3.4
 High School GRADE LEVEL FILES - Version 4.3.4
Please contact Mark Freed​ if you have questions on the draft standards.

For questions regarding the ODE Mathematics program, email Mark Freed or call 503-947-5610.

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