William Zahner, Kristin Tenney, Kevin Pelaez, Jeffrey Choppin
Ambitious Mathematics Teaching (AMT) describes a reform-oriented vision of mathematics instruction that emphasizes conceptual rigor, student reasoning, and equitable participation. Although the term is widely used, its meaning remains variably defined. We trace the intellectual origins of AMT and synthesize three core dimensions that recur in the literature: using nonroutine, discipline-aligned tasks, eliciting and responding to student thinking, and positioning students as mathematical authorities. We also examine how equity has been conceptualized and evolved within AMT-related research. We conclude by outlining future directions, including clarifying equity frameworks and developing multilevel supports for enacting AMT in diverse school settings.