Every North Carolina student deserves a teacher who can make mathematics meaningful and engaging. This research-informed framework helps ensure that future elementary teachers graduate with the knowledge, skills, and confidence to bring excellent math education to every classroom, across every community in the state.
Building the foundation for long-term student success
Mathematical understanding in the early grades shapes how students approach learning throughout their lives. That’s why consistent and effective instruction is essential as we help future teachers learn to build math understanding in young minds, setting students on course to achieve success no matter their chosen path in life.
The University of North Carolina Board of Governors and UNC System president commissioned this framework in direct response to student outcomes and statewide priorities, creating a shared, research-based vision for use in all 15 UNC System education schools.
Three Foundations for Teacher Development
The framework centers on three key areas of teacher development that support effective mathematics teaching and learning in elementary classrooms.
Mathematical knowledge for teaching
Deep understanding of mathematics content and practical knowledge of how elementary students develop mathematical thinking.
Research-informed teaching practices
The ability to translate that knowledge into effective instruction, choosing strategies, designing tasks, and responding to students in the moment.
Productive teaching dispositions
The beliefs, mindsets, and professional habits that sustain high-quality, mathematics learning, especially for a variety of learners in K–5 classrooms.
“The importance of the UNC System Framework for Preparing Elementary Mathematics Teachers lies in its ability to transform how future elementary teachers understand, teach, and experience mathematics. The framework establishes a shared, research-based vision for mathematics teacher preparation across UNC educator preparation programs, ensuring that teacher candidates are equipped with the knowledge, instructional practices, and dispositions necessary to improve K–5 mathematics learning outcomes statewide.”
Katie Johnston, Ph.D., Winston-Salem State University
A Collaborative, statewide effort
This framework was built by mathematics education faculty from across the UNC System through an open, iterative process grounded in both research and classroom reality.
Step 1: Fellows Selected
11 Mathematics Fellows were chosen from across all 15 UNC institutions with educator preparation programs.
Step 2: Collaborative development
Fellows met in person (summer 2025) and worked synchronously and asynchronously throughout the 2025–26 academic year.
Step 3: Stakeholder input
Fellows received feedback from faculty, deans, DPI staff, K–5 teachers and leaders, and external mathematics education experts.
Step 4: Deliverables produced
Fellows produced the framework itself, a program self-assessment instrument, and implementation resources for all program types.
“Working alongside teacher educators from across our system was a meaningful opportunity to deeply consider how we equip North Carolina’s future elementary teachers to enact high-quality mathematics instruction. Professional learning extends well beyond initial educator preparation, but this framework offers a strong foundation for ongoing growth.”
Catherine Schwarz, East Carolina University
Designed for flexibility, built for coherence
The framework was shaped by wide array of institutions, communities, and program structures across the state. It sets a statewide standard while preserving room for each program to implement the framework in ways that fit their students and unique settings.
Traditional undergrad programs
- Full framework applies — course guidelines, program guidelines, and self-assessment instrument
- Self-assessment tool supports iterative program review and continuous improvement
- Implementation resources available to support faculty adoption
Supporting diverse learners
- Framework clarifies how guidelines align with supporting children’s learning needs
- Emphasizes Tier 1 (core) instruction for all K–5 students in general education classrooms
- Coursework in special education and multilingual education complements the framework
MAT & alternative certification
- Course guidelines and included resources fully applicable
- Program guidelines are limited in applicability given program structure
- Self-assessment instrument available to guide reflection on course-level components
Institutional flexibility
- Designed to accommodate variation in program size, staffing, and course structures
- Accounts for transfer pathways and regional conditions across NC
- Works toward statewide coherence without mandating a single implementation model
Download the framework
Faculty, educator preparation programs, and partners can access the full framework below.
Framework document
Download the full research-informed framework for elementary mathematics teacher preparation.
Questions? Contact Dr. Ashton Clemmons for more information about the framework or its implementation.