Interactive Math: Lessons That Spark Student Engagement
Interactive mathematics isn’t a new concept. The idea of engaging students in more active learning experiences to...
California’s 2023 Mathematics Framework redefined how math should be taught in K-12 to align with the state’s rigorous standards for equity, engagement, and connection. It prioritizes deeper understanding, real-world applications, and access to math for every learner.
By November 2025, the State Board of Education will release the final list of approved High-Quality Instructional Materials (HQIM) that align with the math framework. This is the first adoption cycle built entirely around the updated framework, which emphasizes meaningful tasks, problem-based learning, and multilingual support.
The challenge for schools and districts now is identifying an approved curriculum that truly matches the framework’s priorities as the 2025 adoption cycle concludes. The good news is, we know the qualities the framework prioritizes, and high-quality solutions are already available to meet those expectations.
The 2023 framework isn’t just a set of standards. It’s the state’s vision for what effective math instruction should look like across the grade levels. It pushes educators to move beyond rote memorization and facts fluency toward more fun, engaging, conceptually rich learning experiences.
Here are the highlights:
For districts, the key is finding a math curriculum California educators can trust to deliver on these priorities.
The California math adoption process of HQIM will require schools to select math programs that demonstrate clear alignment with the 2023 framework. This means evaluation is well underway on the district side, with a public comment period to follow.
For districts, this means materials are being reviewed for piloting at the start of the new school year. If it means transitioning to a new curriculum, that could involve professional development, tech readiness, and, most importantly, teacher buy-in and support.
The HQIM adoption process ensures that districts have access to vetted, standards-based options that meet the framework’s expectations. By beginning their own evaluations now, though, districts can compare the programs that will likely appear on the list and ensure alignment with their schools’ visions for teaching and learning.
Districts won’t be able to wait until November to choose their curriculum priorities for the coming year. As we know the framework’s priorities in detail, districts are still well-equipped to make decisions based on that information. We’ve touched on these priorities already, but let’s take a look at a few more key areas in detail.
Real-world connections increase engagement and improve retention by showing students the relevance of math beyond their classroom. Look for programs where students regularly apply math in meaningful contexts. Programs should allow for student questions and curiosities, too. Examples may be analyzing local weather to practice data collection and statistics, or designing a school garden by calculating area and perimeter.
The framework also promotes a shift from “I do-we do-you do” to “You do-we do-I do” instruction, where students explore and attempt solutions before a teacher formalizes concepts. This encourages productive struggle, peer collaboration, and a deeper conceptual understanding. Programs should prompt students to explain their thinking and compare strategies, approaches that build mathematical confidence and tap into important 21st-century skills.
The California Math Framework’s focus on equity means that every student should have access to grade-level content. The state’s diverse classrooms require resources that support multilingual students. This can be done through intentional scaffolding that builds skills progressively across grade levels.
Materials should provide visual supports, manipulatives, and hands-on tools for learners who need more guidance. For English learners, look for clear visuals, accessible text, scaffolds, and vocabulary development. Open-ended challenges should offer enrichment for advanced learners.
Teachers can’t effectively address learning gaps without assessment, but assessments should focus on student needs, not just data collection. Formative and summative assessments should be embedded to guide instruction, with intervention materials throughout that address learning gaps quickly and effectively.
The framework calls for assessment for learning in a program’s formative assessment. These tools are meant to be used during instruction to provide feedback and adjust your teaching. Quick checks, exit tickets, digital quizzes, and collaborative group prompts all fit this mold.
Summative assessments look at whether students have gained a certain level of competency following a unit. This includes whether they’ve grasped the relevant standards. Cumulative tasks should still align to framework priorities around equity for all and a deeper connection to the content, while evaluating student progress over time.
High-quality programs weave concepts together, showing how topics connect over time rather than treating them as isolated skills. This approach plans teaching around big ideas for long-term retention and flexible problem solving.
Programs should clearly connect concepts across grade levels, as well. Smooth progressions reduce learning gaps and help students see math as a connected whole. Geometry concepts, for example, should reappear in increasingly complex forms. Basic algebraic thinking in middle school supports more complex problem-solving in high school.
High-quality math instruction must be accessible for all students, regardless of their learning environment. A strong math program offers flexibility in print resources for hands-on and offline learning, and digital tools for interactive practice, adaptive assessment, and remote access.
The most effective programs don’t treat these options as an either/or decision. They integrate both, allowing teachers to shift seamlessly between modes to ensure that meaningful tasks and real-world applications are available wherever students are learning. Balanced access also means materials remain usable during moments of limited connectivity, aligning with the framework’s focus on equitable instruction for all California students.
A strong program is constantly evolving, just as state standards are adjusted to reflect the students of today. The HQIM process is about quality, not just compliance. Seek out programs with a track record of producing California standards-aligned resources. Evaluate support resources like professional development opportunities, tech integration, and materials focused on family engagement.
California educators need math curricula that inspire students and align with state expectations. STEMscopes California Math and Math Nation California deliver rigorous, flexible platforms built to meet California’s high standards and evolving classroom needs.
With engaging digital resources, real-world problem-solving, and support for diverse learners, these are programs that reflect the priorities outlined in the framework. They’re solutions-driven approaches to math that support teachers in boosting achievement in their classrooms. For districts seeking high-quality instructional materials to step up engagement, support intentional differentiation, and meet framework guidelines, these programs go above and beyond.
STEMscopes California Math (K-8 and Algebra I) was built not only with California’s framework in mind, but for teachers who want to engage students in higher-level math. Here’s what we mean:
With STEMscopes as your math curriculum in California, students experience math as a tool for understanding the world, aligning with the state’s vision for deeper learning.
"Because our students are much more engaged, they’re ready to jump into math. They’re not as intimidated by it. We don’t hear ‘I’m not good at math’ as much as we used to and it’s because of the engagement. Students feel like they can dig into it — and we’ve seen a difference in the data across grade levels. We still have some growing to do, but we’ve seen a significant increase in our Curriculum-Based Assessment (CBA) scores. We’ve even seen growth in K-1. Our students go on to the next grade level more prepared, and our teachers feel like they are more successful with their students in math."
- Michelle Wood, Instructional Coach
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Math Nation California (K-8 and AGA) offers a comprehensive blended platform for meeting the framework’s expectations. Here’s what it emphasizes:
Math Nation is a dynamic, core curriculum resource for districts interested in building mastery and providing targeted student support.
"The Math Nation curriculum builds and spirals at the same time. It weaves in concepts and skills so that by the time we get to the unit on a topic, like functions, for example, students have already been exposed to some foundational things along the way. It also helps students capture key concepts or skills they may have missed in the past. In every lesson, it’s clear which standards we’re working on, which standards we’re building on, and which standards we’re working toward. It’s very intentional. Math starts clicking with the kids.”- Martha H. Mosley, Algebra Teacher
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Before making a decision on a new standards-based program, here are a few more things to consider:
STEMscopes California Math and Math Nation California stand out because they were built with the 2023 California Math Framework in mind. Each offers rigorous, engaging, and flexible materials that received green ratings across all three EdReports gateways, and already meet many of the criteria districts are prioritizing for the 2025 HQIM adoption.
Whether your focus is deep conceptual understanding, equitable access, or teacher-friendly implementation, these programs give you a head start on aligning with California’s vision for math instruction.
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