[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586153-105":59,"doc-detail-586153-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","thinking-differently-about-math","THINKING DIFFERENTLY ABOUT MATH","","This brief examines how high-performing education systems improve mathematics outcomes and what U.S. educators can learn from those approaches. It responds to concern about falling student performance after the pandemic and uses global examples to challenge assumptions about what math classrooms teach, how instruction is designed, and how students learn. The document organizes insights into content, curriculum and instruction, personalization, instructional time, and teacher support, combining observations with policy implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/thinking-differently-about-math/586153/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/thinking-differently-about-math/586153.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the brief focus on thinking differently about mathematics in the United States?","Question",{"text":112,"@type":113},"It addresses concerns about student performance in math, especially after the pandemic-related drop in test scores, and highlights that the U.S. still lags behind global top performers on math.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the brief structured to guide readers’ thinking?",{"text":117,"@type":113},"It is organized around “thinking differently” topics that present global policies and practices, including math content, curriculum and instruction, personalization, instructional time, and support for teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of changes to math content do leading systems make?",{"text":121,"@type":113},"Examples include regularly updating curricula, narrowing or reprioritizing elementary and middle school content for deeper learning, and elevating roles of statistics, probability, and calculation fluency.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586153,1792190431,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","TH D  \nNKING FFERENTLY ABOUT  \nMATH   \nTHINKING DIFFERENTLY ABOUT MATH  \nIntroduction  \nAt NCEE, we look across the world for innovative and successful policies and practices, grounded in research and supported by the wisdom of practice, to share with our partners. In response to concerns about student performance in mathematics, particularly following the precipitous drop in test scores following the pandemic, NCEE searched globally for strategies that might help U. S. educators address this challenge. Although U. S. scores on the recent PISA math assessment fell less dramatically than in many other systems, the United States continues to lag behind global top performers in this subject, some of whose students are years ahead of ours.  \nWe looked to these global leaders for lessons, inspiration, and tools for U. S. educators. We also identified states and districts in the United States that are making changes similar to the policies and practices we see in leading systems. These states and districts offer opportunities to see how international approaches can play out here at home.  \nAs we sought to learn more, it raised questions about some longstanding assumptions regarding math classrooms in the United States. This led us to consider how we might think differently about what math is taught, how it is taught, and how students learn math.  \n1 ~~  ~~Thinking~~ ~~Differently~~ ~~About~~ ~~Math~~  ~~  \nThis brief is organized around a set of “thinking differently” topics to inspire you while also presenting global policies and practices that provide insights into how to improve math success for students in the United States.  \n? Thinking differently about math content. How does math content in systems that perform well in this subject differ from the United States and how is it changing?  \n? Thinking differently about curriculum and instruction. What is different about how these systems teach math and what changes are underway here at home?  \n? Thinking differently about personalization. How do these systems serve the needs and interests of math students?  \n? Thinking differently about instructional time. How do leading systems leverage this key resource for improving teaching and learning in mathematics?  \n? Thinking differently about providing support for teachers. What supports do leading systems have in place to ensure that math teachers can do their best work?  \nIn each area, we:  \nSurface thought-provoking observations about ways these systems approach math differently.  \nOffer interesting examples of what global leaders do differently and how states and districts are implementing similar strategies.  \nAsk probing questions about the potential for improving math performance and what the policy implications might be.  \nThe possible topics and thought-provoking observations are numerous. Our list is not exhaustive and is meant to give just enough examples to help nudge your thinking. We invite you to approach this paper in the spirit of exploration, as the first step ina journey of discovery. What are key differences in their policies and ours? What’s different from our current thinking and approaches? What’sthe same? What’s interesting? What needs a further look? Make your own observations, frame your own questions, look for more examples, and examine the impacts of policy differences.  \nLet’s think differently! Together.  \n2 ~~  ~~Thinking~~ ~~Differently~~ ~~About~~ ~~Math~~  ~~  \nThought-provoking observations and interesting examples:  \nTHINKING DIFFERENTLY ABOUT  \nMath Content  \nWhat systems teach and how they prioritize topics and skills can be quite different, even for a universal subject like mathematics. Thought-provoking math content observations include looking at how some systems update math content as well as shifts in math content that include elevating the role of statistics and probability and highlighting the role of calculations fluency.  \nUpdates to math content create notable changes in what is taught.  ","cbCaiklEMCTwlOhz","https://ap.wps.com/l/cbCaiklEMCTwlOhz","pdf",30663645,27,"English","# Introduction\n## Thinking differently about math content\n## Thinking differently about curriculum and instruction\n## Thinking differently about personalization\n## Thinking differently about instructional time\n## Thinking differently about providing support for teachers\n# Thinking differently about math content\n## Updates to math content\n## Examples (Korea, Virginia, Ontario, Georgia)","[{\"question\":\"Why does the brief focus on thinking differently about mathematics in the United States?\",\"answer\":\"It addresses concerns about student performance in math, especially after the pandemic-related drop in test scores, and highlights that the U.S. still lags behind global top performers on math.\"},{\"question\":\"How is the brief structured to guide readers’ thinking?\",\"answer\":\"It is organized around “thinking differently” topics that present global policies and practices, including math content, curriculum and instruction, personalization, instructional time, and support for teachers.\"},{\"question\":\"What kinds of changes to math content do leading systems make?\",\"answer\":\"Examples include regularly updating curricula, narrowing or reprioritizing elementary and middle school content for deeper learning, and elevating roles of statistics, probability, and calculation fluency.\"}]","THINKING DIFFERENTLY ABOUT MATH | PDF",1792057094,68]