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global economy. Building connections to students ’ interest and future jobs bridges the skill gaps in the workforce and helps to answer the question “ Why do I have to learn this? ” A multipurpose high school curriculum is vital in developing students to become productive citizens and fully prepared for society ’ s future employment opportunities. In order to ensure, a productive workforce the following next steps with business stakeholders would in clude: 1. Foundational needs assessment from em ployers on the mathematical skills needed for employment. 2. Ongoing communication at the state with business partners, community colleges, uni versities, secondary, and primary educators to create a vertical alignment within mathe matics so that all students are career and college ready. 3. Discussion of the mathematics needed for certification in STEM Careers. 4. Defining the characteristics of a worker who uses mathematics to solve problems and innovate new ideas beyond what is known. Based on prior surveys, “ Thirty - five percent of em ployers said that they had trouble hiring because they had difficulty finding people with the right experience or skills ” (Rosen, Visher, & Beal, 2018, p. 2). Often, we ignore the community colleges and the certifications that can be obtain through Career and Technology Education (CTE) courses as part of the solutions for filling the job market needs. In fact, half of all STEM careers only require a post secondary certificate or associate degree (Rothwell, 2013). Catalyzing Change in High School Mathematics: Initiating Critical Conversation by NCTM is a starting point for a change that needs to happen. It provides a conversation which should occur with all stakeholders on improvement in mathematics teaching and learning. There are many challenges and it will not be easy to change, but it ’ s a conver Conclusion

sation to ensure that all students are provided with the enduring understandings and skills, motivation, reasoning abilities and mathematical enjoyment for every student to become an engaged member of our society and to reach their fullest potential (NCTM, 2018). For all students to be prepared for their fu ture, we must teach today ’ s students not as we taught yesterday ’ s students but teach today ’ s stu dents for tomorrow ’ s opportunities. ACT. (2016). The Condition of College and Career Readiness. http://www.act.org/content/act/ en/research/reports/act - publications/ condition - of - college - and - career - readiness 2016.html Berry, R.Q. & Berry, M.P. (2017). Professional ism: Collaborating on Instruction. In D.A. Spangler & J.J. Wanko (Eds.), Enhancing Classroom Practice with Research behind Principles to Actions , (pp.153 - 162). Nation al Council of Teachers of Mathematics. Boaler, J. (2011). Changing Students ’ Lives through the De - Tracking of Urban Mathe matics Classrooms. Journal of Urban Math ematics Education, 4 (1), 7 – 14. Feiman - Nemser, S. (2012). Beyond Solo Teaching. Educational Leadership 69(8), 10 – 16. NCTM. (2018). Catalyzing change in high school mathematics: Initiating critical conversa tions. The National Council of Teachers of Mathematics. NCTM. (2014). Principles to actions: Ensuring mathematical success for all . National Council of Teachers of Mathematics. NCTM. (2008). Principles and standards for school mathematics . National Council of Teachers of Mathematics. Rosen, R., Visher, M., & Beal, K. (2018). Career and technical education: current policy, prominent programs, and evidence . MDRC. Rothwell, J. (2013). The hidden STEM economy . The Brookings Institute. SCANS. (1991). What work requires of schools: A SCANS report for America 2000. US De partment of Labor. Reference

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