What is Wrong With Teachers of Mathematics?

1933 ◽  
Vol 26 (8) ◽  
pp. 455-456
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Short Description ◽  
National Council ◽  
Missionary Work ◽  
Individual Support ◽  
Teacher Needs ◽  
The Individual

The National Council of Teachers of Mathematics needs the individual support of two groups of teachers of mathematics who are not members. The first group consists of those teachers who, according to their own testimony, have never heard of the National Council of Teachers of Mathematics or The Mathematics Teacher, to say nothing of the yearbooks published annually by the Council. If anyone doubts that the situation is serious, let him travel about the country and talk to groups of teachers. It will soon be obvious that some vigorous missionary work needs to be done. Surely no meeting of mathematics teachers of any importance should be held anywhere without someone's giving at least a short description of the work that the Council is trying to do and what a teacher needs to do to become a member of the organization. If reports that come to the office of The Mathematics Teacher are true, many meetings of mathematics teachers are held and not one word is said about the magazine or the yearbooks, and no one is urged to join the Council. The office of The Mathematics Teacher will gladly send subscription blanks describing the work of the Council to anyone who is interested enough in the work we are trying to do to write us about them.

The National Council of Teachers of Mathematics, Fourteenth Annual Meeting

1933 ◽  
Vol 26 (1) ◽  
pp. 54-56
Keyword(s):  
Secondary Schools ◽  
Board Of Directors ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
National Council ◽  
National Organization ◽  
Teaching Of Mathematics ◽  
Stimulation Of

The National Council of Teachers of Mathematics is a national organization of mathematics teachers in elementary and secondary schools. Its purpose is the promotion and stimulation of better teaching of mathematics. The National Council operates chiefly through three divisions of its organization; namely, The Mathematics Teacher, The Year Book, and the annual meeting of its members and board of directors.

The President's Page

1953 ◽  
Vol 46 (5) ◽  
pp. 330-332
Author(s):  
John R. Mayor
Keyword(s):  
New Jersey ◽  
Mathematics Education ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Atlantic City ◽  
National Council

These lines arc written just after the page proof for the official program of the Thirty-First Annual Meeting of The National Council of Teachers of Mathematics, held last month in Atlantic City, was returned to the printer. The members of our largest Affiliated Group, the Association of Mathematics Teachers of New Jersey, and the officers of the National Council worked hard to make the 1953 annual meeting the “biggest and best”, and more importantly, a meeting of great value to those who attended and to our cause which is that of the improvement of mathematics education at all levels of instruction. Reports on the annual meeting will appear in fall numbers of The Mathematics Teacher.

The National Council of Teachers of Mathematics, Thirteenth Annual Meeting

1932 ◽  
Vol 25 (1) ◽  
pp. 47-50
Keyword(s):  
Secondary Schools ◽  
Board Of Directors ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
National Council ◽  
National Organization ◽  
Teaching Of Mathematics ◽  
Stimulation Of

The National Council of Teachers of Mathematics is a national organization of mathematics teachers in elementary and secondary schools. Its purpose is the promotion and stimulation of better teaching of mathematics. The National Council operates chiefly through three divisions of its organization; namely, The Mathematics Teacher, The Year Book, and the annual meeting of its members and board of directors.

What Every Mathematics Teacher Ought to Read (Seventeen Opinions)

1972 ◽  
Vol 65 (7) ◽  
pp. 637-641
Author(s):  
Lowell Leake
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Financial Resources ◽  
Limited Time ◽  
Teacher Needs

THE current wealth of good literature in mathematics education is a great blessing for mathematics teachers at all levels —high school, elementary school, and college. For many teachers, especially the beginners, this horn of plenty presents a perplexing problem; with limited time or financial resources, the mathematics teacher needs guidance as to what literature would be most beneficial for him to read and, it is, hoped to own.

Editorials

1937 ◽  
Vol 30 (4) ◽  
pp. 190-191
Keyword(s):  
Mathematics Teacher ◽  
Official Journal ◽  
National Council ◽  
Missionary Work ◽  
Group Loyalty ◽  
State Representatives

A YOUNG man who is ambitious to secure a better position than he now holds as a teacher of mathematics walked into the office of The Mathematics Teacher recently to inquire if any good positions were available. During the conversation he revealed that his membership in the National Council of Teachers of Mathematics had lapsed and when offered a subscription blank said that he could not afford the two dollars necessary to subscribe for the magazine. He did, however, manage to dig up a quarter to pay for a copy of “Numbers and Numerals” which is monograph number one of the new series on “The Contributions of Mathematics to Civilization.” There is no doubt that the case of this young man is typical. Many teachers of mathematics who wonder why they do not get better positions fail to realize that it is probably their apathy toward the very organizations that might help them. Not all of them are so financially embarrassed that they cannot belong. They lack interest, enthusiasm and group loyalty. Teachers who keep up with what is going on by reading the official journal and the Year-books and by attending as many meetings of their group as is possible are, other things being equal, most likely to be leaders or at least to be successful in their field. It is to be hoped that members in addition to the regularly appointed State Representatives of the Council will do a little missionary work not only in their immediate circle, but also at any sectional meetings which they attend.

New format For the Mathematics Teacher

1936 ◽  
Vol 29 (1) ◽  
pp. 5
Author(s):  
W. D. Reeve
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Financial Support ◽  
Reading Process ◽  
National Council ◽  
The One

With this issue, The Mathematics Teacher is changed in form and in size. The new format enables us to give our readers more material and to present it in a more desirable way. This is done by increasing the size of the page so as to permit two columns of printed matter to appear. This double column effect makes the reading process easier and the artistic effect better. Along with this change in format, it is hoped that we shall be able to introduce other new features that will make the magazine more attractive and helpful to teachers of mathematics. What we can ultimately do to improve the magazine will depend largely upon the financial support the National Council of Teachers of Mathematics can get from those in whose interest the magazine is published eight times each year. With renewed efforts on the part of our present membership we should be able to secure many new subscribers. No meeting of mathematics teachers should be held without someone's taking the responsibility of presenting the case for the Mathematics Teacher. Subscription blanks for use at such meetings like the one appearing as the first advertisement of t his issue can be had postpaid for the asking. The blanks also give a description of the National Council Year-books which now constitute an essential part of the library of many teachers of mathematics. We shall be glad to have the comments of our readers on the new format and also any suggestions for the fur ther improvement of the magazine along any particular line.

Interventions, Tools, and Equity-Oriented Resources in the MTE Journal

2020 ◽  
Vol 9 (1) ◽  
pp. 3-6
Author(s):  
Emily Elrod ◽  
Heather West ◽  
Karen F. Hollebrands, ◽  
Valerie Faulkner
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
National Council ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Trauma Informed ◽  
Key Features ◽  
And Mathematics

The Mathematics Teacher Educator journal is co-sponsored by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators. In June, both organizations released statements that call for mathematics teachers and mathematics teacher educators (MTEs) to “engage in anti-racist and trauma-informed education in our daily practices as processes of learning and adjustments” (NCTM, 2020) and to “actively work to be anti-racist in our acts of teaching, research, and service” (AMTE, 2020). This editorial highlights equity-related interventions and tools that can be implemented by MTEs. We reiterate statements made by NCTM and AMTE, describe key features of interventions and tools, and share equity-related resources published in the journal for MTEs to use with teachers.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

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