Policymakers in government, business, and industry should take an active role in supporting mathematics education by accepting responsibility for

participating in partnerships at the national, state or provincial, and local levels to improve the teaching and learning of mathematics;

supporting decisions made by the mathematics education professional community that set directions for mathematics curriculum, instruction, evaluation, and school practice;

providing resources and funding for, and assistance in, developing and implementing high-quality school mathematics programs that reach all students, as envisioned in the Curriculum and Evaluation Standards for School Mathematics and the Professional Standards for Teaching Mathematics.

Policy decisions are made at many levels that affect the status of teachers and teaching and the environment in which teachers teach mathematics. High school graduation requirements, state-mandated pupil and teacher testing, state department of education certification requirements, textbooks published and adopted, standardized tests published and adopted, local scheduling of classes, teaching assignments, allocation of resources, policies that affect professional development such as attendance at professional meetings, teacher evaluation proceduresthese are but a few of the myriad decisions that either lend support to or substantially constrain the improvement of mathematics teaching and learning. All too often such policy decisions are made without the consultation of teachers and other mathematics education professionals; yet it is the mathematics education community whose education, experience, and expertise must be reflected in making wise policy decisions that affect developing mathematical power for every student. Teachers at all levels are held accountable for the mathematical growth of students. Therefore, to be effective, policymakers in all arenasstate, provincial, local, national, business, and industrymust confer with and support teachers and other mathematics education professionals on issues that affect what and how a teacher of mathematics can teach.

Businesses that have a particular responsibility are publishers of textbooks and standardized tests. We know that textbooks and tests have a profound influence on what is taught. Therefore, authors and publishers have both an opportunity and a responsibility to help improve mathematics instruction. Publishers should seek advice from teachers and other mathematics educators in making decisions that affect what is developed and published in mathematics. Teachers have a responsibility to insist on materials that are the best suited for children in learning mathematics and on testing that is aligned with the goals of the mathematics program.

Helping students develop mathematical power takes tools, resources, and experiences very different from previous practices. Policymakers in government, business, and industry must understand the need for materials and tools for learning and doing mathematics and must join together in partnerships and coalitions to find ways to provide appropriate resources for teaching mathematics. There are many examples of such partnerships. Computer companies have designed programs that have made computers available for school use in some areas. Groups have formed within communities and at the state or province level to help provide resources for schools.

Business and industry policymakers should recognize that they stand to gain very substantially from excellent school mathematics programs. Huge amounts of money are spent each year to train workers in the mathematics needed in the technological workplace. Having a work force that is better educated in mathematics in their K­16 programs would change the nature of on-the-job training and have an impact on economic competitiveness. Therefore, business and industry must join with communities and schools in improving mathematics instruction. The kinds of help needed are both financial and human. Allowing scientists, mathematicians, and other employees to spend time in schools can be very beneficial in stimulating students to study more mathematics, especially when these business and industry personnel are culturally diverse. Interacting with African American, Hispanic, American Indian, female, or disabled scientists helps both students and teachers set higher expectations for all students. Setting up programs that allow teachers to have internships in business and industry can stimulate teachers' professional growth and help them bring the reality of the uses of mathematics in the workplace to their students. This also sends signals that mathematics teaching and teachers are valued in our society, thus making mathematics teaching a more attractive career option for talented young people.

Policymakers must understand the mathematical needs of workers and citizens of the future and join together to help make such a mathematics education a reality for all students. If teachers are to be able to realize such a goal in the classroom, they must have the financial and other support to continue to learn. They must have the time to reflect on their teaching and on students' understandings so that all students can be reached. This means dramatic restructuring of teaching assignments and provision for ongoing professional development opportunities for teachers of mathematics. Such restructuring can only be accomplished with the support and involvement of policymakers in government, business, and industry. Schools, teachers, and students - in fact, our society - need and deserve such help.