(1) This chapter shall be known and may be cited as the “Mississippi Math Act.”
(2) The Legislature finds that:(a) Early numeracy and fluency with whole-number operations, decimals and fractions are foundational to secondary mathematics;(b) Sustained, job-embedded mathematics coaching improves teacher practice and student outcomes;(c) Systematic screening and targeted interventions in the elementary grades reduce later remediation; and(d) Ensuring algebra readiness before middle school coursework strengthens the state's workforce pipeline.
(a) Early numeracy and fluency with whole-number operations, decimals and fractions are foundational to secondary mathematics;
(b) Sustained, job-embedded mathematics coaching improves teacher practice and student outcomes;
(c) Systematic screening and targeted interventions in the elementary grades reduce later remediation; and
(d) Ensuring algebra readiness before middle school coursework strengthens the state's workforce pipeline.
(2) This chapter establish a statewide framework, Moving Mathematics in Mississippi (M3), to:(a) Expand mathematics coaching;(b) Implement Kindergarten through Grade 5 (K-5) mathematics screening with aligned interventions;(c) Establish an Algebra-Readiness Indicator using the Grade 5 Statewide Mathematics Assessment cut score;(d) Provide grade-based professional development aligned to Mississippi's College- and Career-Readiness Standards and assessments; and(e) equire that all mathematics coaching, professional development, and implementation supports funded, provided, or approved by the department under M3 be aligned to and emphasize:(i) The Standards for Mathematical Practice (SMPSs);(ii) Effective Mathematics Teaching and Practices (EMTPs), meaning evidence-based instructional practices that support high-quality mathematics instruction and student learning; and(iii) Instruction that reflects the focus, coherence, and rigor required by the Mississippi College- and Career-Readiness Standards (MS-CCRS) for Mathematics.
(a) Expand mathematics coaching;
(b) Implement Kindergarten through Grade 5 (K-5) mathematics screening with aligned interventions;
(c) Establish an Algebra-Readiness Indicator using the Grade 5 Statewide Mathematics Assessment cut score;
(d) Provide grade-based professional development aligned to Mississippi's College- and Career-Readiness Standards and assessments; and
(e) equire that all mathematics coaching, professional development, and implementation supports funded, provided, or approved by the department under M3 be aligned to and emphasize:(i) The Standards for Mathematical Practice (SMPSs);(ii) Effective Mathematics Teaching and Practices (EMTPs), meaning evidence-based instructional practices that support high-quality mathematics instruction and student learning; and(iii) Instruction that reflects the focus, coherence, and rigor required by the Mississippi College- and Career-Readiness Standards (MS-CCRS) for Mathematics.
(i) The Standards for Mathematical Practice (SMPSs);
(ii) Effective Mathematics Teaching and Practices (EMTPs), meaning evidence-based instructional practices that support high-quality mathematics instruction and student learning; and
(iii) Instruction that reflects the focus, coherence, and rigor required by the Mississippi College- and Career-Readiness Standards (MS-CCRS) for Mathematics.