Your Council at Work

1975 ◽  
Vol 68 (8) ◽  
pp. 705-709
Keyword(s):  
Mathematics Education ◽  
National Council ◽  
Local Organizations ◽  
Teaching Of Mathematics

The purpose of the National Council of Teachers of Mathematics (NCTM). as stated in its charter, is to assist in promoting the interest of mathematics in America—and to vitalize and coordinate the work of local organizations of teachers of mathematics. Thus, NCTM is an organization of persons interested in mathematics, the teaching of mathematics, and concerns related to mathematics education.

Your Council at Work: Committee on Affiliated Groups

1975 ◽  
Vol 22 (8) ◽  
pp. 661
Author(s):  
Lyle Fisher
Keyword(s):  
Mathematics Education ◽  
National Council ◽  
Local Organizations ◽  
Teaching Of Mathematics

The purpose of the National Council of Teachers of Mathematics (NCTM), as stated in its charter, is to assist in promoting the interest of mathematics in America — and to vitalize and coordinate the work of local organizations of teachers of mathematics. Thus, NCTM is an organizat ion of persons in terested in mathematics, the teaching of mathematics, and concerns related to mathematics education.

National Council of Teachers of Mathematics: The Council's drive to improve school mathematics

1963 ◽  
Vol 10 (6) ◽  
pp. 368-375
Author(s):  
Frank B. Allen
Keyword(s):  
School Mathematics ◽  
National Council ◽  
Local Organizations ◽  
Teaching Of Mathematics ◽  
High Degree

According to our Articles of Incorporation, the object of the National Council of Teachers of Mathematics is “To assist in promoting the interest of mathematics in America, especially in the elementary and secondary fields, by holding meetings for the presentation and discussion of papers, by conducting investigations for the purpose of improving the teaching of mathematics, by the publication of papers, journals, books, and reports: thus, to vitalize and coordinate the work of many local organizations of teachers of mathematics and to bring the interest of mathematics to the attention and consideration of the educational world.” I believe that any impartial review of our accomplishments will support the conclusion that we have achieved a high degree of success in the attainment of this objective.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

Herbert Ellsworth Slaught

1937 ◽  
Vol 30 (6) ◽  
pp. 293
Author(s):  
W. D. Reeve
Keyword(s):  
Mathematics Teachers ◽  
American Mathematical Society ◽  
Mathematical Society ◽  
National Council ◽  
Mathematical Association ◽  
Research Activities ◽  
Local Organizations ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Science And Mathematics Teachers

Professor Herbert Ellsworth Slaught, honorary president of the National Council of Teachers of Mathematics, passed away on May 21, 1937, at his home in Chicago in his seventy-sixth year. Professor Slaught's death removes from the scene of action one of the most devoted servants of the cause of mathematics in this country. For many years he was active not only in the affairs of the National Council, but also in those of the Mathematical Association of America, The American Mathematical Society, the Central Association of Science and Mathematics Teachers and several local organizations. He was a leader in the best sense. He was interested not only in promulgating and encouraging research activities, but was also active in stimulating others to study and improve the teaching of mathematics in secondary schools. He was instrumental in founding the Mathematical Association of America in 1916, and the National Council of Teachers of Mathematics in 1920. His death is a distinct loss to all the mathematical organizations that he served so long and so well.

Experimental Programs: Innovations and Research in the Teaching of Mathematics to the Terminal Student

1967 ◽  
Vol 60 (6) ◽  
pp. 611-618
Author(s):  
Sol Weiss
Keyword(s):  
Mathematics Education ◽  
Low Achievers ◽  
National Council ◽  
Teaching Of Mathematics ◽  
The U.S

Just two years ago, about fifty people interested in improving the mathematics education of low achievers met in Washington, D.C. The meeting was sponsored jointly by the U.S. Office of Education and the National Council of Teachers of Mathematics.

Information for Contributors

1997 ◽  
Vol 28 (1) ◽  
pp. 4-7
Keyword(s):  
Mathematics Education ◽  
National Council ◽  
Monograph Series ◽  
Learning And Teaching ◽  
Teaching Of Mathematics ◽  
Research In Mathematics Education

The Journal for Research in Mathematics Education (JRME) is a forum for disciplined inquiry into the learning and teaching of mathematics at all levels—from preschool through adult. The journal is published five times a year by the National Council of Teachers of Mathematics and also sponsors the publication of a monograph series that produces about one monograph each year. The JRME solicits highquality, research-oriented manuscripts that concern mathematics education. This statement provides updated information for contributors to the journal. It supersedes previous statements (JRME Editorial Board, 1993).

Principles to Actions: Moving to a framework for teaching mathematics

2018 ◽  
Vol 25 (3) ◽  
pp. 133-136 ◽  
Author(s):  
DeAnn Huinker
Keyword(s):  
Mathematics Education ◽  
Student Learning ◽  
Success For All ◽  
Content Standards ◽  
Teaching Mathematics ◽  
National Council ◽  
Professional Work ◽  
Evaluation Standards ◽  
Teaching Of Mathematics ◽  
Mathematical Success

In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement with the release of Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Subsequent publications built on this foundation by further detailing the mathematics content of student learning (NCTM 2000, 2006; CCSSI 2010). We have learned, however, that more is needed than content standards if we are to realize the goal of high levels of mathematical understanding by each and every student. For that reason, NCTM formed a writing team in 2012 to envision and develop a document that could guide mathematics education into the future. I served as one of three lead writers on this team. After several revisions, including feedback on a public review draft, our work resulted in the publication of Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). In this article, I provide some background on Principles to Actions, reflect on its initial impact, and suggest next steps for our professional work toward ambitious teaching of mathematics.

Editorial comment: As we read

1970 ◽  
Vol 17 (1) ◽  
pp. 5-6
Author(s):  
James E. Inskeep
Keyword(s):  
Mathematics Education ◽  
Editorial Comment ◽  
Classroom Teachers ◽  
National Council ◽  
Teaching Of Mathematics ◽  
Golden Jubilee

As you read this month's issue of the journal, note the fine representation that we have from classroom teachers. The key to quality mathematics education is the teacher and the approaches he uses to reach his children. One of these approaches is the use of the mathematics laboratory. Sometimes referred to as an activitycentered approach, the mathematics laboratory has taken on increased importance in the curriculum. This theme in our first month's issue of the Golden Jubilee Year of the National Council will be welcomed by all whose interest is the teaching of mathematics to children.

scholarly journals A contextualização no ensino de matemática: concepções e práticas Contextualizationin the teaching of mathematics: conceptions and practices

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Queli Reis ◽  
Cátia Maria Nehring
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Public Policies ◽  
Teaching Of Mathematics

Resumo Este artigo objetiva apresentar um panorama sobre a contextualização através de uma meta análise de pesquisas que tratam deste conceito. Consideramos pesquisas que abordam a contextualização a partir de sua proposição pelas políticas públicas, através de documentos, livros didáticos e avaliações, bem como as concepções e práticas desenvolvidas por professores e pesquisadores da educação matemática. As análises evidenciam um distanciamento entre o que é compreendido epistemologicamente e a prática em sala de aula. A fragilidade de entendimentos sobre o que é contextualização tem limitado o ensino à resolução de problemas e aplicação, simplificando conceitos no processo de ensino e aprendizagem por não enfatizarem o processo de abstração decorrente da contextualização. Abstract This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization.

scholarly journals COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Social History ◽  
Mathematics Teaching ◽  
Scientific Field ◽  
Epistemology Of Science ◽  
Complementary Education ◽  
Mathematics Educators ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

Sign in / Sign up

Export Citation Format

Share Document