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IN THIS ISSUE

The Shift of Identity in Action

WI Tour and Statewide Math Plan

Research and Evidence Supported Continuous Improvement

Future Opportunities

The Shift of Identity in Action

Join a cohort of educators from across Wisconsin in exploring the Shift of Identity in mathematics beginning on February 23rd! The Department of Public Instruction (DPI) has partnered with Dr. Fawnda Norman from the University of WI - Oshkosh to create practical resources for the classroom that will highlight what the Shift of Identity looks like as we center students and their mathematical learning. Dr. Norman will facilitate a four-part virtual learning series, The Math Identity Project, introducing these resources. K-12 general math educators, special educators, math coaches, and administrators are welcome. Click here to find a flyer with all of the details, including an application link. In order to support a balance in perspectives brought by educators, your participation will be confirmed by email shortly after the application period closes.

Wisconsin Tour and Statewide Math Plan

Wisconsin math education stories are an important part of planning and decision making at the Department of Public Instruction (DPI). DPI mathematics consultants will be heading out on a Wisconsin Math Tour, visiting urban, suburban, and rural schools across all twelve CESA regions during the months of January through March.  Consultants will be gathering stories as educators share systems and structures that have been reimagined, revised, or improved and that have led to student mathematical success. Perhaps we’ll see you while we are on the road. We can’t wait to share all that we see and hear!

This Wisconsin Math Tour acknowledges that schools and districts are best suited to make many decisions for their community in providing a quality mathematics educational experience for their students. Wisconsin DPI is also fully aware that there are far too many students that would benefit from improved systems and structures that allow for them to thrive in learning mathematics. As a way forward, DPI along with our partner, the American Institutes for Research’s (AIR) Midwest Comprehensive Center, is working on a Mathematics Plan as an approach to statewide mathematics. This plan will provide research and evidence-based guidance to support local districts in creating a coherent math education system across all grade levels. Watch for more information soon!

Research and Evidence Supported Continuous Improvement

The continuous improvement process is at the heart of improving student outcomes. DPI’s Continuous Improvement Process Criteria Rubric explains the why, and what to do in the crucial, ongoing cycles of readiness, plan, do, study/check, and act.  “This document synthesizes common understanding of continuous improvement as an ongoing, data-driven process in which learning organizations deliberately and strategically collaborate to understand and replicate successes, and plan for and address areas of concern” (DPI 2020). Throughout the process, research-based professional development and evidence-based improvement strategies are critical components of the cycles. 

The National Council of Supervisors of Mathematics (NCSM), has written a recently published position paper, Strengthening Research-informed Decision Making for Mathematics Education. This paper also has a number of national organizations as signatories, showing their support. Mathematics teachers and leaders will find this paper thought provoking and helpful as they provide guidance in their local context.  “Whatever form this guidance might take, it should be grounded in research. However, this statement—“grounded in research”—is not straightforward” (NCSM 2025). Read the entire paper to consider the importance of always scrutinizing the evidence, methods, and motivations behind research claims that challenge - or further support - what is already well-established in research literature.

Future Opportunities

January 29, 2026

WestEd’s What Teachers Need to Know About Mathematical Content Knowledge in Grades K-5 - Virtual Webinar, 2-2:30pm CST

Elementary mathematics topics such as place value, properties of operations, and measurement lay the foundation for the math content that students will study in middle and high school.  

Elementary teachers can teach these topics most effectively when they possess not only common mathematics content knowledge—mathematical knowledge commonly used by many people in a variety of settings—but also strong specialized mathematics content knowledge that is specific to math educators and knowledge of how current mathematical topics connect to the broader mathematical landscape.  

This 30-minute webinar, will discuss how elementary teachers can deepen their specialized mathematics content knowledge and their knowledge of the mathematical horizon. Find more information and register here.  

February 4, 2026 (and three more sessions)

TERC’s Forum for Equity in Elementary Mathematics Series - Virtual Webinar, 6-7pm CST

Using Insights about Student Thinking to Shape Classroom Experiences with Jenna Laib, a Massachusetts Math Specialist, is the next learning opportunity in this series. Register here for this free virtual webinar and the entire Speaker Series including upcoming sessions with: Dr. Cathery Yeh, Dr. Judit Moschkovich, and RunningHorse Livingston. RunningHorse continues to be a longstanding partner in math education in WI.

April 15-16, 2026

Just Equations - The Mathematics of Opportunity 2026: Meeting the Moment

This free, virtual conference will explore the transformative forces and voices behind the movement to redesign math education. Educators, advocates, and students will come together to discuss key issues and emerging trends in high school and postsecondary math education, and how K–12 and higher education systems are working together to prepare students for college, civic life, and the workforce of the future. Registration opens in January.

May 14, 2026

Brewers Math Day - Complimentary bus parking if 50% of group deposit is paid by 1/31/26

Experience math in action at Brewers Math Day, where students apply core statistical concepts through the excitement of live baseball. Teachers receive a grade-appropriate Brewers Math Day workbook in advance—available for grades 3–5, 6–8, and 9–12—to integrate into their classroom instruction. During the game against the Padres, students complete the workbook using real game data, turning the ballpark into an interactive math lab. For more information about this math field trip visit the Math Day page on the Milwaukee Brewers website.

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