The Focus

The Ventura County Mathematics Council is an affiliate of the California Mathematics Council (CMC) and the National Council of Teachers of Mathematics (NCTM). We serve educators in Ventura County and surrounding areas by conducting meetings, professional development and activities where ideas can be shared and networks formed.

Photo Credit: Felix Cortez

There's more...the spring conference is free with the purchase of the fall conference!

"Additionally, because culture and language can be intertwined, attending to cultural relevance may also enable teachers to attend to linguistic diversity- a key feature of California and relevant to the teaching and learning of mathematics (Moschkovitch, 1999, 2009, 2014).

(2023 California Mathematics Framework, Chapter 2 page 10).

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According to the Learning Policy Institute, nearly 40% of K–12 students speak a language other than English at home, and 1 in 5 are multilingual learners (2024). These numbers highlight the urgent need for math instruction that intentionally integrates linguistic support to ensure equitable outcomes. When students are given opportunities to build both mathematical reasoning and language proficiency at the same time, they are better positioned for long-term success.

One powerful way to achieve this is through Integrated English Language Development, which intentionally aligns language instruction with academic content. By integrating math and language development, educators can equip all students with the skills and confidence they need to excel in mathematics and beyond. Teachers must focus on embedding language development into math instruction, empowering students to strengthen their math identities while also growing as communicators.

Source:

Learning Policy Institute. (2023). California’s long-term English learners: A factsheet. Learning Policy Institute. https://learningpolicyinstitute.org/product/ca-long-term-english-learners-factsheet#:~:text=In%20the%202022%E2%80%9323%20school,who%20have%20not%20yet%20achieved

Planning activities that encourage students to use language actively is crucial. When students interact with language, they deepen their understanding of mathematical concepts. In one activity, my students worked in teams to sort real-life images based on scale factors. Later, they did the same task with tables of values, which allowed them to make connections between concrete experiences and abstract reasoning. This type of active language use is key to building a solid understanding of mathematical content.

Cory Buxton, Mound Elementary, VUSD

Aubree Hill, Las Colinas Middle School, PVUSD

Trevor McDermott-Weis, Phoenix Airport School, VCOE

Laura Pigeon, Marshall School, OSD

Presidential Award for Outstanding Support of Mathematics:

Lisa Salas Brown, Associate Superintendent Educational Services, VCOE

November 6–8, 2025

Textbook Adoption: Handle with Care
By, Jeff Linder

It’s time for school districts to begin preparing for a new math textbook adoption. In January, the State of California is expected to publish its list of approved programs, officially launching the new adoption cycle. Each district will need to develop its own process and assemble a team to select a curriculum. Here are a few key considerations to keep in mind:

1. Define your priorities early.
Before engaging with publishers, be clear on what your district values most. Do you have non-negotiables, such as materials available in both English and Spanish, or a program that spans K–6 or K–8? Once conversations with publishers begin, it’s easy to be distracted by eye-catching graphics or supplemental “extras.” Publishers will naturally highlight their strengths—don’t lose sight of your district’s priorities.

2. Understand what the state adoption list really means.
Having served on a review committee during the last adoption cycle, I can tell you: state approval does not guarantee quality. Our task was simply to verify that each program met the minimum requirements of the California Math Framework, such as whether a standard appeared at the appropriate grade level. Often, just two or three problems in a lesson were considered “coverage.” As educators, we know that’s not enough to ensure mastery. It falls to districts to evaluate whether a program is truly high-quality.

3. Prioritize meaningful professional development.
Even the best curriculum won’t succeed without robust teacher support. By “professional development,” I don’t mean publisher-led sessions that walk teachers through a guidebook. Teachers need the chance to experience lessons as learners: What does it feel like to be a student in this classroom? What is the teacher’s role? How does the teacher know if learning is happening and how to respond? Many educators were trained in traditional, lecture-and-practice models. We can’t expect them to shift to a new pedagogy without deep, ongoing professional development.

4. Be cautious with technology-heavy programs.
Please avoid adopting programs that rely on students working on devices for 50% or more of math instruction. While technology has its place, true mathematical understanding comes from discussion, collaboration, problem-solving, games, number talks, and rich tasks. Independent computer work can be convenient for teachers, but it should be limited to short, purposeful sessions. If your teachers are currently relying heavily on devices, they will need support and alternatives—not just restrictions.

5. Remember: no program is perfect.
The goal is not to find a flawless textbook—there isn’t one. The goal is to select a program that best matches your district’s priorities, then invest in preparing teachers to meet students’ diverse needs, even in areas where the program falls short.

Adopting a new curriculum is one of the most important decisions a district will make. Handle it with care—prioritize quality, invest in professional learning, and keep students at the center of every decision.