Continuing its tradition of mathematics education leadership, NCTM has undertaken a major initiative to define and describe the principles and actions, including specific teaching practices, that are essential for a high-quality mathematics education for all students.

The use of highly effective instructional practices in mathematics is the most productive way to improve a student’s mathematics achievement. When used in concert with effective instruction, personalized learning (PL) software is an invaluable tool that educators can use to both improve their instruction and more fully meet each students’ needs. It should not be used to replace Tier 1 instructional time (see the Utah Multi-Tiered System of Supports (MTSS) for Mathematics framework), but rather to help the educator meet their objectives and student meet learning goals. Using mathematics software as a stand-alone solution for students’ mathematical studies results in them not receiving many of the benefits that high-quality instruction in a collaborative classroom provide (including high depth of knowledge experiences, peer collaboration, the use of meaningful mathematical discourse, and others). Care must be taken to ensure each and every student has equitable access to software supports.

This microcredential represents educators' effective and consistent instructional practices to support and assess algebraic literacy. This is the fourth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent implementation of the conceptual underpinnings of algebra in mathematics instruction. This is the first of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective instruction on the historical development of algebra and how perspectives from diverse cultures have contributed to and enriched algebra. This is the fifth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective corrections of learner misconceptions during algebra instruction. This is the second of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective instruction on the connections between different algebraic representations. This is the sixth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent use of technology in teaching algebra. This is the third of six required microcredentials for the Algebra in Secondary Mathematics stack.

The Utah Core Standards define what students should understand and be able to do in their study of mathematics. These standards are aligned to scientifically based content standards. They drive high quality instruction through statewide comprehensive expectations for all students. The standards outline essential knowledge, concepts, and skills to be mastered at each grade level or within a critical content area. The standards provide a foundation for ensuring learning within the classroom.

A Multi-Tiered System of Support (MTSS) is a framework focused on three instructional tiers (Universal, Targeted, and Intensive) engineered to meet student needs using a systematic approach. The Utah Multi-Tiered System of Support (UMTSS) is designed to address student learning in mathematics encompassing these critical components: High-quality Instruction, Team-based Problem Solving, and Data-based Decision Making.