The University of North Carolina System has built a new framework for preparing the state’s future elementary math teachers, along with resources to help their students succeed in the classroom.
The new plan was introduced this week, with the goal of ensuring that education schools in the UNC System are preparing teachers based on rigorous research on the most effective practices for math instruction in elementary grades.
The framework was developed by a group of top faculty from across the state who were selected through a competitive process. The 11 Mathematics Fellows worked on the project for a year, collaborating with other faculty and deans, K-5 teachers, staff from the state Department of Public Instruction, and national math education experts. The national nonprofit Deans for Impact also supported the project.
The framework is based on developing mathematical knowledge for teaching, building capacity to use research-based methods, and fostering a positive disposition about math. It establishes course and program guidelines for the 15 UNC institutions that educate future teachers.
UNC System education leaders, with the support of the UNC Board of Governors and UNC System President Peter Hans, took on the challenge to rethink how math teachers are prepared.
“Building this instructional framework makes the UNC System a national leader,” said Dr. Ashton Clemmons, associate vice president for P-12 strategy and policy in the UNC System. “Math teachers in the early grades have an enormous influence on their students’ future success in the classroom, in careers, and in life. We want them to lead students to be capable math thinkers and confident problem solvers.”
Dr. Shun Robertson, the UNC System’s senior vice president for strategy and policy, said the System is the top supplier of teachers for North Carolina’s classrooms. “It’s our duty to do everything we can to improve student outcomes across our state,” she said. “We look forward to seeing this framework pay dividends in the future.”
Nationally, math proficiency declined during the pandemic, though North Carolina has made gains toward pre-pandemic levels. Overall grade level math proficiency in the state was 57% across elementary and middle grades in 2025.
The Mathematics Fellows started from the premise that all students deserve quality math instruction from knowledgeable teachers who have a genuine enthusiasm about the subject. “I truly enjoyed the opportunity to collaborate with university faculty from across the state, sharing ideas, and working together to strengthen elementary mathematics instruction,” said Dr. Lyndsay Britt, assistant professor at Elizabeth City State University. “I am hopeful that the framework developed through this work will serve as a meaningful guide for high-quality math instruction and student success throughout North Carolina.”