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.

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.

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.

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?

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.

Group Affiliation with the National Council

1950 ◽  
Vol 43 (1) ◽  
pp. 33-34
Author(s):  
H. W. Charlesworth
Keyword(s):  
Board Members ◽  
National Council ◽  
Group Affiliation ◽  
State Representatives

Renewals of affiliation should have been in by December 1. By March 1 many new affiliations will be completed. Each of these groups will send one delegate to the Delegate Assembly in Chicago next April. Questionnaires on affiliation which have been sent to affiliated groups, to Board members, and to state representatives should be in by now.

The Place of Mathematics in General Education

1948 ◽  
Vol 41 (6) ◽  
pp. 274-277
Author(s):  
Edward A. Cameron
Keyword(s):  
General Education ◽  
Mathematics Teacher ◽  
Liberal Education ◽  
Arithmetic Geometry ◽  
National Council ◽  
Recent Issue ◽  
The Subject

The place of mathematics in general education was discussed at least as long ago as some 2500 years, when the Pythagoreans established the quadrivium of arithmetic, geometry, astronomy, and music, subjects which were to be considered the heart of a liberal education for many centuries. That the subject is still being discussed today can be readily verified by consulting almost any recent issue of The Mathematics Teacher. The Eleventh and Fifteenth Yearbooks of the National Council of Teachers of Mathematics contain much valuable information on the subject under discussion, and I heartily recommend them to any teacher of mathematics who has not yet read them.

The President's Page

1953 ◽  
Vol 46 (2) ◽  
pp. 93-98
Keyword(s):  
Mathematics Teacher ◽  
School System ◽  
Mathematics Teaching ◽  
School Administrators ◽  
National Education Association ◽  
National Council ◽  
National Scale ◽  
National Education ◽  
Education Association ◽  
State Regional

One of the ways in which the National Council can contribute to the improvement of mathematics teaching is through the promotion of and participation in co-operative and constructive planning among teachers of mathematics and of other subjects and school administrators within a school system and on a county, state, regional, and national scale. The fact that National Council programs and many of our publications, as well as the programs and publications of the Affiliated Groups, are planned for teachers at all levels of instruction is continuing to assist in improved understanding among elementary, secondary, and college teachers of mathematics. In the May, 1951 number of The Mathematics Teacher a report was made on the co-operation and affiliation of the Affiliated Groups with education associations in the areas which they represent. The advantages which can come to the National Council through affiliation with the National Education Association will be reported on this page at a later date.

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