Alabama § 16-6H-5 Duties of K-5 Teachers Who Provide Instruction in Mathematics

Alabama Statutes

§ 16-6H-5 — Duties of K-5 Teachers Who Provide Instruction in Mathematics

Alabama § 16-6H-5

Title 16Education

Ch. 6HAlabama Numeracy Act

This text of Alabama § 16-6H-5 (Duties of K-5 Teachers Who Provide Instruction in Mathematics) is published on Counsel Stack Legal Research, covering Alabama primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook

Ala. Code § 16-6H-5 (2026).

Text

(a)Each K-5 teacher who is providing instruction in mathematics, with the full support of his or her principal, shall do all of the following:

(1)Dedicate an average minimum of 60 minutes per day for Tier 1 mathematics instruction, for a minimum of 164 instructional hours per year.

(2)Use approved comprehensive mathematics curricula for core instruction recommended by the Elementary Mathematics Task Force, in addition to high quality print and online resources to carefully plan units and lessons based on the grade-level mathematics content standards.

(3)Build fluency with procedures on a foundation of conceptual understanding, strategic reasoning, and problem solving over time.

(4)Provide students access to tools, including any available technology, that support mathematical thinking.

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(a) Each K-5 teacher who is providing instruction in mathematics, with the full support of his or her principal, shall do all of the following:
(1) Dedicate an average minimum of 60 minutes per day for Tier 1 mathematics instruction, for a minimum of 164 instructional hours per year.
(2) Use approved comprehensive mathematics curricula for core instruction recommended by the Elementary Mathematics Task Force, in addition to high quality print and online resources to carefully plan units and lessons based on the grade-level mathematics content standards.
(3) Build fluency with procedures on a foundation of conceptual understanding, strategic reasoning, and problem solving over time.
(4) Provide students access to tools, including any available technology, that support mathematical thinking.
(5) Provide a learning environment that promotes student reasoning, student discourse, and student questioning and critiquing the reasoning of their peers.
(6) Consistently implement the evidence-based mathematics teaching practices as recommended by the Elementary Mathematics Task Force.
(7) Gather evidence of student understanding to inform the planning of next instructional steps.
(8) Provide students with descriptive and timely feedback on assessments to include strengths, weaknesses, and next steps for progress toward learning targets.
(b) An elementary school teacher should not engage in any practice that minimizes sense making and understanding of mathematics concepts.