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.

Introduction

2006 ◽  
Vol 100 (2) ◽  
pp. 84
Author(s):  
Steve Willoughby
Keyword(s):  
Mathematics Teacher ◽  
Quarterly Journal ◽  
Official Journal ◽  
National Council ◽  
School Year ◽  
Syracuse University ◽  
Annual Publication

The annual publication of the Association of Teachers of Mathematics in the Middle States and Maryland became a quarterly journal called the Mathematics Teacher in 1908. W. H. Metzler, a professor at Syracuse University, served as its editor from its inception until it became the official journal of the newly formed National Council of Teachers of Mathematics in January 1921, with J. R. Clark as the new editor. In 1921, the present monthly schedule of publication for the school year was adopted.

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.

Report on the Second Delegate Assembly

1951 ◽  
Vol 44 (6) ◽  
pp. 436-438
Author(s):  
John R. Mayor
Keyword(s):  
Mathematics Teacher ◽  
National Council ◽  
State Representatives

The Agenda of the Second Delegate Assembly of The National Council of Teachers of Mathematics, held in Pittsburgh, March 29 and 30, 1951, was determined by questions proposed by Affiliated Groups during the year and reported in thissection of The Mathematics Teacher and in the Newsletter of the Affiliated Groups. Among the topics given considerat ion by the Delegates were clarification of requirements for affiliation, relationships between Affiliated Groups and State Representatives, distribution and sharing of materials prepared by the various Groups, problems of publicity, Speakers Bureau, budget of the Committee on Affiliated Groups, possibilities for a traveling exhibit, and contest sponsorship.

Editorials

1921 ◽  
Vol 14 (1) ◽  
pp. 46-47
Keyword(s):  
Mathematics Teacher ◽  
A Priori ◽  
Editorial Policy ◽  
Official Journal ◽  
National Council ◽  
Wide Acceptance ◽  
Deep Conviction

With this issue the Mathematics Teacher becomes the official journal of the National Council of Teachers of Mathematics. Its editorial policy will be characterized, it is hoped, by a broad, generous disposition to give approval and publicity to all constructive efforts to improve the teachings of mathematics. In this period of reconstruction, when the whole problem of the selection and organization of the materials in mathematical curricula is so vital, and, to date, so much a matter of a priori thinking, we can ill afford to try to negative the tentative solutions of those whose judgments differ from ours. The Teacher represents no one faction, no one “school of thinking.” Its columns shall constitute a forum through which the positive claims of the advocates of any “prescription” of mathemathical material may be discussed. We have a deep conviction that only after clear a priori thinking has been supplemented by long and careful experimentation, can any purported solution of our curriculum problem assert serious claims for wide acceptance and adoption.

Notes from the Washington Office: State representatives of The National Council of Teachers of Mathematics

1956 ◽  
Vol 49 (4) ◽  
pp. 305-306
Keyword(s):  
Mathematics Teacher ◽  
National Council ◽  
School Year ◽  
State Representatives

During most of its existence the Council has depended upon a group of state representatives. These persons are something like dollar-a-year people, except that they do not even get the dollar. About all the recognition they get is to have their names printed once each year in The Mathematics Teacher. The list of representatives and their addresses for the present school year is given below and on the following page.

News and Notes of the Boston Meeting

1928 ◽  
Vol 21 (3) ◽  
pp. 182
Keyword(s):  
Board Of Directors ◽  
Mathematics Teacher ◽  
Group Membership ◽  
Official Journal ◽  
National Council ◽  
Vice Presidents ◽  
The Right

The program of the National Council of Teachers of Mathematics as printed in the February Dt1mber of the MATHEMATICS TEACHER was carried out as scheduled. It was estimated' that about 200 different people attended the meeting. The Council voted to incorporate and accepted the by-laws as printed in the January number of the TEACHER with certain modifications. Article II, Section 2, was changed so as to permit anyone who paid the annual dues to become a member. Article III, Section 1, was changed so as to read “The Officers of the Council shall be a President, two (2) Vice-Presidents, a board of directors and so on.” Article V, Section 1, was changed so as not to intpose a minimum limit on the number who might petition the Council for group membership. Section 2 of Article V was changed to Section 3, and a new Section 2 was added as follows: “A branch may and should have a report of all its meetings published in the official journal and shall have the right to send a voting delegate to all the meetings of the Council.”

Editorial: National Council Publications

1941 ◽  
Vol 34 (3) ◽  
pp. 133
Keyword(s):  
New York ◽  
Mathematics Teacher ◽  
Official Journal ◽  
National Council ◽  
Teachers College ◽  
Subscription Price ◽  
June July August ◽  
Different Types ◽  
Teaching Of Mathematics ◽  
June July

The National Council of Teachers of Mathematics has published three different types of material. First, there is THE MATHEMATICS TEACHER, the official journal of the Council, which is published every month except in June, July, August and September, the subscription price of which is $2.00 per year. Second, there are the yearbooks (sixteen of them to date) on important topics related to the teaching of Mathematics, which (except for the first and second which are now out of print) can be had postpaid for $1.25 each. Or if desired, all of the yearbooks still available, namely 3- 16 inclusive, may be had from The Bureau of Publications, Teachers College 525 W. 120 St., New York, N. Y. for $14.00 postpaid. Third, the Council has published the first of a series of monographs on “Contributions of Mathematics to Civilization,” which can be had from The Bureau of Publications above for 25¢ postpaid. Other monographs in the series are in preparation and will be published as soon as possible.

Editorials

1938 ◽  
Vol 31 (5) ◽  
pp. 246
Author(s):  
Keyword(s):  
High School ◽  
Secondary Education ◽  
Mathematics Teacher ◽  
School Library ◽  
Official Journal ◽  
National Council ◽  
Ohio University ◽  
The One ◽  
High School Library

We have repeatedly had letters from teachers of mathematics from various parts of the country who write somewhat as follows: “Since the high school library has now ordered The Mathematics Teacher, I wish to discontinue my subscription.” Now we realize that the main purpose of the magazine will be served if it is read and appreciated by teachers of mathematics whether they pay for membership in the National Council or not. However, just imagine what would happen to The National Council of Teachers of Mathematics if we all took that attitude. The official journal would have to close up its business and what little money the Council is able to save from subscriptions and the sale of yearbooks would no longer be available. This would mean that our annual meetings would cease and that we could no longer help to subsidize such important studies as the one that is now being made by The National Arithmetic Committee of which Professor R. L. Morton of Ohio University is Chairman. This Committee is entirely financed by the National Council. Moreover, the National Council has been largely responsible for starting the Joint Cmmnission of the Mathematical A ssociation of America and the National Council of Teachers of Mathematics on “The Place of Mathematics in Secondary Education.” The report of this Commission will constitute the Fourteenth Yearbook of the National Council in 1939.

Nominations for the 1966 election

1965 ◽  
Vol 12 (7) ◽  
pp. 582-588
Author(s):  
Philip Peak ◽  
Philip S. Jones ◽  
Frank Hawthorne ◽  
Eunice Lewis ◽  
Adrien Hess ◽  
...  
Keyword(s):  
British Columbia ◽  
Board Of Directors ◽  
Mathematics Teacher ◽  
National Council ◽  
The Board Of Directors

The following named persons have been nominated for the indicated offices in the National Council of Teachers of Mathematics by the Nominations and Elections Committee. The Committee's report was approved by the Board of Directors at its August, 1965, meeting in Vancouver, British Columbia. Biographical material and photographs of these nominees will be published in the January, 1966, issues of The Arithmetic Teacher and The Mathematics Teacher.

Research and Teacher Education: In Search of Common Ground

1994 ◽  
Vol 25 (6) ◽  
pp. 608-636 ◽  
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Effective Teachers ◽  
Teacher Educators ◽  
Common Ground ◽  
Fundamental Question ◽  
National Council ◽  
Mathematics Teacher Educators ◽  
Mathematics Educators

Most mathematics educators are involved in the practice of teacher education at some level. Indeed, the field of mathematics education is predicated on the assumption that someone has to be educated to teach mathematics in our schools. This raises the question of what it means to be educated in o rder to become a teacher of mathematics. What kinds of knowledge do teachers need to become effective teachers of mathematics? What sorts of experiences are needed for teachers to acquire this knowledge? A fundamental question for mathematics teacher educators is how the field of teacher education can be conceptualized so that programs and activities can be created to assist in the acquisition of this knowledge. Given the high visibility of standards developed by the National Council of Teachers of Mathematics (NCTM) (NCTM, 1988, 1991, in press), a question of interest to many is, What does it take to develop teachers who can move the field toward realizing these standards?

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