National educators, researchers and mathematics leaders told a Texas State Board ad hoc committee on mathematics that the state should preserve foundational fluency while modernizing high‑school pathways to include statistics, data science and quantitative reasoning.

Kimberly Behrens, who described herself as a learning scientist, emphasized the neuroscience and behavior‑science evidence that repeated, reinforced practice to fluency produces long‑term retention, reduces cognitive load and enables more sophisticated, “generative” learning. Citing benchmarks used in practice, she said, “We know at Fit Learning that 50 to 60 math facts a minute — basically 1 a second — produces neurologic permanence and makes it easier for students to apply skills to more complex problems.”

Joni Funderburk, a longtime math educator and standards expert, argued that math is an interconnected web of ideas rather than a narrow ladder of isolated procedures. She urged standards and curriculum that help students “explore, make sense of, and be guided to see” connections between arithmetic, algebra, geometry and later topics.

Hillary Knudsen, who has advised districts and led national improvement projects, told members the goal should be problem solvers, not “answer getters.” She said classroom practice must pair conceptual understanding with procedural fluency — akin to the balance between phonics and comprehension in reading — and that statistics and data work must be central to preparing students for modern careers.

Po‑Shen Lo (listed in the meeting roster as Mo Shen Lo), a university professor who has run outreach programs, recommended creative, engaging strategies to make math relevant — from problem‑based group work to near‑peer tutoring and multimedia lessons — especially for rural or underserved communities that lack access to advanced coursework.

Panelists also recommended strengthening teacher preparation and continued content‑focused professional learning. Several speakers said teacher prep programs and district onboarding need to stress both deep content knowledge and instructional design skills so teachers can translate standards into coherent lessons, design formative checks and adjust pacing. Multiple witnesses suggested updating the state’s high‑school graduation‑level guidance so students can choose pathways (e.g., calculus, statistics/data science, or quantitative reasoning) aligned to careers and higher‑education requirements rather than a single implied default track.

At least one national speaker warned against a one‑size‑fits‑all prescription. Brandy Simpson, representing mathematics supervisors, cautioned that branding any single method (sometimes called the “science of math”) as the only approach risks sidelining other evidence‑based practices that support deep conceptual learning, reasoning and student agency.

Committee members heard practical examples and research evidence and asked panelists for follow‑up resources. Panelists recommended (1) clearer TEKS guidance for vertical coherence; (2) investment in job‑embedded, content‑rich professional learning; and (3) revision of high‑school pathways to make statistics/data literacy a first‑class option alongside calculus. The committee did not adopt policy at the meeting; members said the testimony would inform subsequent deliberations and draft recommendations.