A joint position of the Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics (ASSM), the National Council of Supervisors of Mathematics (NCSM), and the National Council of Teachers of Mathematics (NCTM) in response to the release of Elementary Mathematics Specialists: A Reference for Teacher Credentialing and Degree Programs (AMTE, 2010).
Full EMS Position Statement
The AMTE, ASSM, NCSM, and NCTM recommend the use of Elementary Mathematics Specialists (EMS) in PK–6 environments to enhance the teaching, learning, and assessing of mathematics in order to improve student achievement. We further advocate that every elementary school have access to an EMS. Districts, states/provinces, and higher education should work in collaboration to create: (1) advanced certification for EMS professionals; and (2) rigorous programs to prepare EMS professionals. EMS professionals need a deep and broad knowledge of mathematics content, expertise in using and helping others use effective instructional practices, and the ability to support efforts that help all PK–6 students learn important mathematics. Programs for EMS professionals should include foci on mathematics content knowledge, pedagogical knowledge, and leadership knowledge and skills.