It seems like everyone is trying to figure out how to accelerate learning in mathematics. And this often involves trying to cram more content into the schoolyear. Of course, that's what acceleration sounds like! Going faster. But if students haven't been offered opportunities to learn math deeply, moving faster and "shallower" won't change a thing.
I believe that a lot can by accomplished by "doing more with less." And this starts by determining what's most important; if we're going to move more slowly and deeply, it is absolutely critical to get clear on what mathematics is most important for students to learn each year. The SAP Focus documents are a great starting place for these decisions, as is their guidance for Priority Instructional Content. State standards and assessment documentation can also play a role.
These resources are a nice starting place. It is also vital to bring educators together to discuss prioritization. Addressing Unfinished Learning After COVID-19 School Closures offers some insight here (not written for math specifically, but relevant nonetheless):
Curriculum leaders should start by asking a series of questions to determine the significance of a given unit or lesson:
1. Does the content extend work from earlier units and grade levels?
2. Does the content extend into future content?
3. Does the unit help students deepen conceptual understanding and subject area expertise, such as expertise with mathematical practices or reading comprehension?
4. Is this content that students need to know right now in order to continue learning grade-level subject matter?
Once a team has come together around the most critical content for each grade, so many other decisions about how to add support, what to assess, and more, are made simpler.
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