In the 2024 legislative session, the Tennessee General Assembly passed Chapter 551 of the Public Acts of 2024 (PC 551), the Mathematics Supports Act (the Act), codified at Tenn. Code Ann. §§ 49-1-233 -- 49-1-234. The Act indicates the General Assembly's commitment to strong mathematics instruction in Tennessee to prepare students for postsecondary opportunities and high-demand, high-wage careers. The Act required the Tennessee Department of Education (the department) to undertake several actions to improve mathematics instruction in the state. Those requirements are: (1) Prepare a landscape analysis of mathematics practices in Tennessee districts and educator preparation providers, which is the purpose of this report. This landscape analysis focuses on grades K-8 math practices and achievement in line with the legislation's focus on grades K-8 math professional development; (2) Convene a Mathematics Expert Review Panel comprised of state and national educators and experts in mathematics to inform the department on procuring a free, optional mathematics professional development (PD) opportunity for teachers in grades K-8. The panel's recommendations are included in Section 4 of this report; (3) Identify, approve, and provide at no cost an optional math PD by summer 2025. The department is working with its math content experts and other team members to fulfill this requirement; and (4) Develop a math-specific course in the Teaching as a Profession Career and Technical Education program of study that will be available to students in the 2025-26 school year. The department is proposing standards for this course to the State Board of Education (SBE) on first reading in February 2025. If SBE approves the standards on final reading in May 2025, the course will be available for the 2025-26 school year. This report is organized around the requirements for the landscape analysis listed in Tenn. Code Ann. §§ 491-233 -- 49-1-234: (1) Section 2 and Appendix A provide data on current math proficiency levels in Tennessee disaggregated by different grade levels, student groups, and LEAs; (2) Section 3 details the instruction and intervention practices used in Tennessee school districts with varying levels of math proficiency. Appendix B lists the high-quality instructional materials (HQIM), or curricula, adopted by each LEA; (3) Section 4 describes the professional development practices related to math in different districts. Appendix C indicates which districts participated in recent state-provided math PD opportunities related to HQIM implementation. Section 4 also includes the PD recommendations from the Mathematics Expert Review Panel, and Appendix D provides professional biographies of the panelists; (4) Section 5 describes the practices of educator preparation providers (EPPs) in Tennessee used to prepare teachers of mathematics; and (5) Section 6 provides an analysis of the benefits and potential outcomes of requiring teachers who hold endorsements that enable them to teach math in grades K-8 to complete a standards-aligned mathematics PD to obtain, advance, or renew their educator license.