Significant reduction-based aspects of U.S. mathematics education (that limit student/teacher learning and systemic reform initiatives) are compared, clarified, and classified with more holistic approaches used by other high-achieving nations. I detail a new theoretical framework that maps general U.S. classroom pedagogy onto U.S. teaching culture and professional development approaches; I argue that U.S. mathematics education reform attempts of the last several decades have utilized similar (reduced) pedagogical approaches at the systemic level. I recommend simple strategic shifts to harness potential (but as yet, dormant) U.S. education strengths.

Session Type: Brief Research Report