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Journal articles on the topic 'National Council Teachers of Mathematics (NCTM)'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Mrayyan, Salwa. "Jordanian Elementary Math Curriculum and Geometry Content Along With National Council Teachers of Mathematics (NCTM) Grades (1-6) as Case Study." Greener Journal of Educational Research 3, no. 3 (2013): 144–54. https://doi.org/10.15580/gjer.2013.3.021313452.

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This study aimed to analyze geometry content of math text books for first grade to sixth grade in Jordan, along with the National Council of Teachers of Mathematics (NCTM). The researcher analyzed the content of these text books for geometry subject, trying to ally these standards to (NCTM) standards. 21 standards determined and divided into four categories. Four categories ranged between not available to highly available reflecting inconsistency geometry content to some extent in accordance with geometry standards of the National Council Teachers of Mathematics (NCTM). This result agreed with

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Heck, Daniel J., James E. Tarr, Karen F. Hollebrands, et al. "Reporting Research for Practitioners: Proposed Guidelines." Journal for Research in Mathematics Education 43, no. 2 (2012): 126–43. http://dx.doi.org/10.5951/jresematheduc.43.2.0126.

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The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and i

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Romberg, Thomas A. "One Point of View: NCTM's Curriculum and Evaluation Standards: What They Are and Why They Are Needed." Arithmetic Teacher 35, no. 9 (1988): 2–3. http://dx.doi.org/10.5951/at.35.9.0002.

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During this past year, NCTM has produced a working draft of a set of curriculum and evaluation Standard for school mathematics (Commission on Standards for School Mathematics of the National Council of Teachers of Mathematic 1987). As chair of the Commission, I have been asked to respond to four questiona.

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Crosswhite, F. Joe, John A. Dossey, and Shirley M. Frye. "NCTM Standards for School Mathematics: Visions for Implementation." Arithmetic Teacher 37, no. 3 (1989): 55–60. http://dx.doi.org/10.5951/at.37.3.0055.

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We can expect that the release of NCTM' Curriculum and Evalution Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989) (Standards) will become one of those memorable moments that mark the history of our Council. We may remember this event in any of everal ways.

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Crosswhite, F. Joe, John A. Dossey, and Shirley M. Frye. "NCTM Standards for School Mathematics: Visions for Implementation." Journal for Research in Mathematics Education 20, no. 5 (1989): 513–22. http://dx.doi.org/10.5951/jresematheduc.20.5.0513.

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We can expect that the release of NCTM's Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics, 1989) (Standards) will become one of those memorable moments that mark the history of our Council. We may remember this event in any of several ways.

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Stripling, Christopher T., T. Grady Roberts, and Carrie A. Stephens. "Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers." Journal of Agricultural Education 55, no. 1 (2014): 24–37. http://dx.doi.org/10.5032/jae.2014.01024.

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The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster Content Standards. To that end, the preservice teachers were not completely proficient in any of the content/process areas and were below proficiency in all of the corresponding NCTM sub-standards for 4 of the 6 content/process areas. They were proficient

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Ekowati, Dyah Worowirastri. "PEMBELAJARAN KELILING BANGUN DATAR MENURUT STANDAR NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) DENGAN SETTING KOOPERATIF PADA SISWA KELAS 3 SD MUHAMMADIYAH 9 MALANG." Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) 1, no. 1 (2013): 9. http://dx.doi.org/10.22219/jp2sd.v1i1.1524.

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PEMBELAJARAN KELILING BANGUN DATAR MENURUTSTANDAR NATIONAL COUNCIL OF TEACHERS OFMATHEMATICS (NCTM) DENGAN SETTING KOOPERATIF PADASISWA KELAS 3SD MUHAMMADIYAH 9 MALANGDyah Worowirastri Ekowatie-mail: dyah_umm@yahoo.comAbstract:The purpose of this research is produce the material circumference of planeaccording to standart National Council Of Teachers Mathematics (NCTM) with cooperativesetting. To get the purpose of this research used qualitatif research of action class. The studycircumference of plane according to standart National Council Of Teachers Mathematics(NCTM) with cooperative setting

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Yousef Ismail Naser, Yousef Ismail Naser. "The degree of practice of mathematics teachers in the basic stage in Jordan for effective teaching in light of the standards of the National Council of Mathematics Teachers (NCTM) from the point of view of educational supervisors: درجة ممارسة معلمي الرياضيات في المرحلة الأساسية في الأردن للتدريس الفعال في ضوء معايير المجلس القومي الأمريكي لمعلمي الرياضيات (NCTM) من وجهة نظر المشرفين التربويين". مجلة العلوم التربوية و النفسية 5, № 37 (2021): 19–1. http://dx.doi.org/10.26389/ajsrp.f110521.

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The current study aimed to reveal the degree of practice of mathematics teachers in the basic stage in Jordan for effective teaching in light of the standards of the National Council of Mathematics Teachers (NCTM) from the point of view of the educational supervisors. Mathematics subject in the Hashemite Kingdom of Jordan, whose number is (171) supervisors and supervisors, distributed between the directorates of education and the ministry center. A questionnaire was applied to them consisting of (7) standards and (48) indicators, which were derived from the National Council of Mathematics Teac

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Revak, Marie. "A Call for Improved Teacher Assessment Training." Florida Journal of Educational Research 35, no. 1 (1995): 63–71. http://dx.doi.org/10.62798/xwbl4961.

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This literature review reports on the status of teacher assessment training and assessment practices in relation to the recommendations set forth by the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989). Present methods of assessment used by teachers are not in congruence with the NCTM standards. Furthermore, teachers have not been adequately trained to design, administer, score, or interpret the alternative assessments recommended by the NCTM. Recommendations are made for improved teacher assessment training and research to de

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Taylor, P. Mark. "By Way of Introduction: The Road to TCM: Celebrating 100 Years of the Mathematics Teacher." Teaching Children Mathematics 13, no. 5 (2007): 243. http://dx.doi.org/10.5951/tcm.13.5.0243.

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How did Teaching Children Mathematics come into existence? The road to this journal actually predated the founding of the National Council of Teachers of Mathematics (NCTM). Nearly 100 years ago, the first mathematics education articles relating to the elementary school level began to emerge in a journal aptly named the Mathematics Teacher; hence, the history of Teaching Children Mathematics also begins at that moment. The Mathematics Teacher originated in 1906 as an annual publication of the Association of Teachers of Mathematics of the Middle States and Maryland. It became a quarterly public

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Lappan, Glenda. "Standards 2000: Refining Our Efforts." Mathematics Teaching in the Middle School 4, no. 2 (1998): 83. http://dx.doi.org/10.5951/mtms.4.2.0083.

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Since its inception in 1920, the National Council of Teachers of Mathematics I (NCTM) has assumed the responsibility of providing broad national leadership in mathematics education. To establish a focus for discussion on improving the mathematics education of every student in states and provinces across North America, NCTM published three Standards documents from 1989 to 1995, addressing curriculum, teaching, and assessment. The Standards present a focus and vision-not a single path or algorithmfor building excellent mathematics programs.

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Lappan, Glenda. "Standards 2000: Refining Our Efforts." Mathematics Teacher 91, no. 7 (1998): 571. http://dx.doi.org/10.5951/mt.91.7.0571.

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Since its inception in 1920, the National Council of Teachers of Mathematics (NCTM) has assumed the responsibility of providing broad national leadership in mathematics education. To establish a focus for discussion on improving the mathematics education of every student in states and provinces across North America, NCTM published three Standards documents from 1989 through 1995, addressing curriculum, teaching, and assessment. The Standards present a focus and vision—not a single path or algorithm—for building excellent mathematics programs.

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Manouchehri, Azita, and Dennis St John. "From Classroom Discussions to Group Discourse." Mathematics Teacher 99, no. 8 (2006): 544–51. http://dx.doi.org/10.5951/mt.99.8.0544.

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The vision to transform mathematics classrooms into learning communities in which students engage in mathematical discourse is a remarkable hallmark of the current movement, led by the National Council of Teachers of Mathematics, to reform mathematics education (NCTM 1991, 2000). According to NCTM, “the discourse of a classroom—the ways of representing, thinking, talking, agreeing and disagreeing—is central to what students learn about mathematics as a domain of human inquiry with characteristic ways of knowing” (NCTM 1991, p. 34). Indeed, both the Principles and Standards for School Mathemati

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Lappan, Glenda. "Standards 2000: Refining Our Efforts." Teaching Children Mathematics 5, no. 2 (1998): 68. http://dx.doi.org/10.5951/tcm.5.2.0068.

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Since its inception in 1920, the National Council of Teachers of Mathematics (NCTM) has assumed the responsibility of providing broad national leadership in mathematics education. To establish a focus for discussion on improving the mathematics education of every student in states and provinces across North America. NCTM published three Standards documents from 1989 to 1995, addressing curriculum, teaching, and assessment. The Standards present a focus and vision—not a single path or algorithm—for building excellent math-ematics programs.

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Truxaw, Mary P., and Thomas C. DeFranco. "Lessons from Mr. Larson: An Inductive Model of Teaching for Orchestrating Discourse." Mathematics Teacher 101, no. 4 (2007): 268–72. http://dx.doi.org/10.5951/mt.101.4.0268.

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The National Council of Teachers of Mathematics (NCTM) has consistently recognized communication as essential to reform-oriented mathematics teaching (NCTM 1991, 2000). “Through communication, ideas become objects of reflection, refinement, discussion, and amendment. The communication process also helps build meaning and permanence for ideas and makes them public” (NCTM 2000, p. 60). However, talking does not ensure that thinking and understanding follow. The quality and type of discourse affect its potential for promoting mathematical understanding (Kazemi and Stipek 2001).

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Davidson, Neil, and Diana Lambdin Kroll. "An Overview of Research on Cooperative Learning Related to Mathematics." Journal for Research in Mathematics Education 22, no. 5 (1991): 362–65. http://dx.doi.org/10.5951/jresematheduc.22.5.0362.

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Increased use of cooperative learning methods is one of the most visible changes in (mathematics) education in the last decade. To illustrate, the National Counci l of Teachers of Mathematics has promoted cooperative work in its two recent Standards documents (National Council of Teachers of Mathematics [NCTM], 1989, 1991), and the entire December 1989 issue of Educational Leadership (Brandt, 1989) was devoted to cooperative learning. Given all this attention, it seems reasonable to ask what research evidence there is concerning the various types of cooperative learning, their effect on achiev

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Willoughby, Stephen S. "On My Mind: The Standards—Some Second Thoughts." Mathematics Teaching in the Middle School 2, no. 1 (1996): 8–11. http://dx.doi.org/10.5951/mtms.2.1.0008.

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Members of the National Council of Teachers of Mathematics can be proud of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Not only has the Standards document set the course for improving mathematics education, but it has been imitated by virtually every other content-oriented teachers' organization. Thus, as well as recasting mathematics education, the NCTM has led the way toward recasting education generally. However, professional educators have an obligation to reconsider and reflect on the Standards themselves and any other recommendations made by responsible ed

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Romberg, Thomas A. "Comments: NCTM's Curriculum and Evaluation Standards." Teachers College Record: The Voice of Scholarship in Education 100, no. 1 (1998): 8–21. http://dx.doi.org/10.1177/016146819810000102.

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The comments in this article provide a background to the key notions underlying the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics: first, the organization's intent when it decided to prepare this document; second, the anticipated use of the standards by teachers, schools, and states to change how mathematics has been organized and taught in American schools; third, the current process of preparing revisions to the standards by NCTM. The author ends by offering comments about unanticipated reactions to the document.

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Seeley, Cathy, Bonnie Hagelberger, Jane Schielack, and Ken Krehbiel. "In My Opinion: Using Calculators in Elementary School." Teaching Children Mathematics 12, no. 2 (2005): 52–53. http://dx.doi.org/10.5951/tcm.12.2.0052.

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Appropriate use of calculators is an important part of a balanced mathematics education at all levels, including elementary. The National Council of Teachers of Mathematics has elaborated this position in its public statement, Principles and Standards for School Mathematics (NCTM 2000).

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Silver, Jennifer Williams. "A Survey on the Use of Writing-to-Learn in Mathematics Classes." Mathematics Teacher 92, no. 5 (1999): 388–89. http://dx.doi.org/10.5951/mt.92.5.0388.

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A recent survey of mathematics teachers in New York (Silver 1997) furnishes information that may trouble or encourage educators, depending on their views of how mathematics should be taught. The 117 respondents to this survey teach at all levels and are all members of the National Council of Teachers of Mathematics (NCTM).

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Krehbiel, Ken. "NCTM's Advocacy for Mathematics Education." Mathematics Teaching in the Middle School 14, no. 1 (2008): 18–20. http://dx.doi.org/10.5951/mtms.14.1.0018.

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In 2003, the Board of Directors of the National Council of Teachers of Mathematics (NCTM) identified political advocacy as one of its key strategic priorities for the future. At that time, the Council embarked on a plan to lay the groundwork for more concentrated activities in advocacy. Since then, the Council can point to some significant successes, but it has also laid the foundation for future opportunities for the organization and its members.

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Clanton, Barbara L. "News from the Net: Mrs. Glosser's Math Goodies." Teaching Children Mathematics 9, no. 7 (2003): 407. http://dx.doi.org/10.5951/tcm.9.7.0407.

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The National Council of Teachers of Mathematics (NCTM) lists the Learning Principle as one of its six principles for school mathematics. The Learning Principle suggests that students learn by actively building new knowledge from prior knowledge. In doing so, they will become autonomous learners. NCTM promotes a mathematics classroom environment in which students feel comfortable making mistakes that can lead to learning opportunities. Mrs. Glosser's Math Goodies, located at www.mathgoodies.com, can support teachers' implementation of these two recommendations and is a good resource for student

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Neumann, Maureen D. "Supporting Teacher Learning: Preservice Teachers Examine Gender Equity in Teaching Mathematics." Teaching Children Mathematics 13, no. 7 (2007): 388–95. http://dx.doi.org/10.5951/tcm.13.7.0388.

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The National Council of Teachers of Mathematics recognizes that mathematical knowledge is essential for employment and full participation in our society. The strategic inclusion of the Equity Principle in NCTM's Principles and Standards for School Mathematics (2000) reflects the need in the mathematics education community to eliminate long-standing disparities in mathematics performance. However, incorporating equitable pedagogical practices into one's instruction does not mean that every student should receive identical instruction; rather, it “demands that reasonable and appropriate accommod

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Burmeister, Nancy, Rachel Elliott, Liza Weber, Nadine Whalen, Christina Sprader, and Kimberly White. "Empowering Teachers Through Problem Solving." Teaching Children Mathematics 24, no. 4 (2018): e1-e7. http://dx.doi.org/10.5951/teacchilmath.24.4.00e1.

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Teaching through problem solving may be a goal, but is it a reality? The National Council of Teachers of Mathematics (NCTM 2000) and the Common Core State Standards Initiative (CCSSI 2010) both advocate that reasoning and problem solving are important skills to emphasize in all mathematics classrooms. One way teachers can do so is by selecting tasks that require students to engage in higher-level thinking and apply their mathematical knowledge (NCTM 2014). Then why is it that in many classrooms, students continue to learn mathematics through instruction that teaches rote procedural skills with

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Strutchens, Marilyn. "Commentary: Mathematics Teacher Educator: A Milestone in the History of the Association of Mathematics Teacher Educators." Mathematics Teacher Educator 1, no. 1 (2012): 5–6. http://dx.doi.org/10.5951/mathteaceduc.1.1.0005.

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The Association of Mathematics Teacher Educators (AMTE) is excited to serve as a co-partner with the National Council of Teachers of Mathematics (NCTM) in publishing Mathematics Teacher Educator (MTE), a practitioner journal for mathematics teacher educators, which will serve as a milestone in the history of AMTE. The mission and goals of MTE, listed below, support our members and our organizational goals.

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Sarama, Julie, and Douglas H. Clements. "Focal Points—Grades 1 and 2." Teaching Children Mathematics 14, no. 7 (2008): 396–401. http://dx.doi.org/10.5951/tcm.14.7.0396.

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This is the third in a series of articles exploring the use of the 2006 National Council of Teachers of Mathematics (NCTM) publication, Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. The series introduction from NCTM President Skip Fennell, explaining what the Curriculum Focal Points are and why NCTM developed them, appeared in the December 2007/January 2008 issue of Teaching Children Mathematics (page 315). In subsequent TCM articles, the authors of the various grade bands discuss focal points for one or two grade levels. Because one principle

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Charles, Randall I., and Paula B. Duckett. "Focal Points—Grades 3 and 4." Teaching Children Mathematics 14, no. 8 (2008): 466–71. http://dx.doi.org/10.5951/tcm.14.8.0466.

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This is the fourth in a series of articles exploring the use of the 2006 National Council of Teachers of Mathematics (NCTM) publication Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. The series introduction by NCTM President Skip Fennell, explaining what Curriculum Focal Points are and why NCTM developed them, appeared in the December 2007/January 2008 issue of Teaching Children Mathematics (page 315). In subsequent TCM articles, the authors of the various grade bands discuss Focal Points for one or two grade levels. Because one principle of Cur

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Miller, Sallie Averitt, and Erinn Bentley. "Reading and Writing and Math - Oh My! Reading and Writing Best Practices for Mathematics Teachers." Georgia Journal of Literacy 39, no. 2 (2016): 6–14. http://dx.doi.org/10.56887/galiteracy.48.

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According to the National Council of Teachers of Mathematics (NCTM, 2010), students who have reading, writing, and listening support reap dual benefits in that they can communicate to learn mathematics and they learn to communicate mathematically. This article presents a description of a professional development workshop designed specifically for middle grades (grades 4-8) mathematics teachers to learn best practices for literacy instruction. Thus the purpose was three-fold; that is, to (1) provide professional development in reading and writing using research-based strategies to support stude

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Schulman, Linda. "New Assessment Practices in Mathematics." Journal of Education 178, no. 1 (1996): 61–71. http://dx.doi.org/10.1177/002205749617800105.

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Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas hav

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Elrod, Emily, Heather West, Karen F. Hollebrands,, and Valerie Faulkner. "Interventions, Tools, and Equity-Oriented Resources in the MTE Journal." Mathematics Teacher Educator 9, no. 1 (2020): 3–6. http://dx.doi.org/10.5951/mte.2020.0062.

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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 i

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Celedón-Pattichis, Sylvia, Lunney Lisa Borden, Stephen J. Pape, et al. "Asset-Based Approaches to Equitable Mathematics Education Research and Practice." Journal for Research in Mathematics Education 49, no. 4 (2018): 373–89. http://dx.doi.org/10.5951/jresematheduc.49.4.0373.

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In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students require

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For the Education of Young Children, National Association, and National Council Of Teachers of Mathematics. "Matemáticas en la Educación Infantil: Facilitando un buen inicio. Declaración conjunta de posición." Edma 0-6: Educación Matemática en la Infancia 2, no. 1 (2013): 1–23. http://dx.doi.org/10.24197/edmain.1.2013.1-23.

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Declaración conjunta de posición de la National Association for the Education of Young Children (Asociación Nacional para la Educación Infantil, NAEYC) y el National Council of Teachers of Mathematics (Consejo Nacional de Profesores de Matemáticas, NCTM) sobre Matemáticas en la Educación Infantil. Adoptada en 2002. Actualizada en 2010.

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Brown, Catherine A., and Margaret S. Smith. "Implementing the Professional Standards for Teaching Mathematics: Supporting the Development of Mathematical Pedagogy." Mathematics Teacher 90, no. 2 (1997): 138–43. http://dx.doi.org/10.5951/mt.90.2.0138.

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In the Professional Standards for Teaching Mathematics (NCTM 1991), the National Council of Teachers of Mathematics has explicated what a teacher needs to know and be able to do to teach mathematics in the spirit of reform. Teachers' current knowledge of mathematics and mathematics pedagogy may not be adequate to meet the new instructional goals. Toward this end, the Professional Teaching Standards document includes six standards that are intended to guide the preparation, support, and career development of teachers. This article focuses on one of these standards—Standard 4: Knowing Mathematic

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Thanheiser, Eva, and Courtney Koestler. "If the World Were a Village: Learning Mathematics While Learning About the World." Mathematics Teacher Educator 9, no. 3 (2021): 202–28. http://dx.doi.org/10.5951/mte.2020.0021.

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[The If the World Were a Village book (Smith, 2011) and activity (described in this article)] was a really good way to open one’s perspective. As an American, I tend to be a bit focused on the United States, so to see how much [or how little] of the world is actually represented in my perspective was enlightening. Living in the United States . . . I was surprised that only 5% [of the world population] were from North America. Long-standing and ongoing calls exist for making mathematics meaningful, relevant, and applicable outside the classroom. Major mathematics education organizations (Nation

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Clark, Daniel, and Angela Jerome. "Applying Symbolic Convergence Theory to Pre-service Teachers’ Responses to Mathematics Education Organizations’ Statements on Racial Violence." Journal of Urban Mathematics Education 16, no. 1 (2023): 72–95. http://dx.doi.org/10.21423/jume-v16i1a495.

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In June 2020, the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) released statements regarding racism, racial violence, and mathematics teaching. Pre-service elementary teachers (PSTs) in a mathematics content course wrote reactions to the organizations’ statements. After using an emergent coding process to code the reactions for major themes, the authors used a theory from communication studies called symbolic convergence theory to analyze how closely the PSTs’ understanding of the statements aligned with the vision espoused by t

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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school dis

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Cooney, Thomas J. "Research and Teacher Education: In Search of Common Ground." Journal for Research in Mathematics Education 25, no. 6 (1994): 608–36. http://dx.doi.org/10.5951/jresematheduc.25.6.0608.

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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

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Fiske, Michael B. "Soundoff: Are Teachers Prepared to Implement The Standards?" Mathematics Teacher 83, no. 4 (1990): 248–51. http://dx.doi.org/10.5951/mt.83.4.0248.

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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) presents a view of precollege mathematics t hat stresses the development of mathematical power. Framed within the context of students' needs, societal expectations, and engaging teaching, the Standards proposes to define the mathematical content of school mathematics. It responds to the crisis in mathematics education described in Everybody Counts: A Report to the Nation on the Future of Mathematics Education (National Research Council 1989), A Nation at Risk (Nationa

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Cook, Carolyn D. "Early Childhood Corner: I Scream, You Scream: Data Analysis with Kindergartners." Teaching Children Mathematics 14, no. 9 (2008): 538–40. http://dx.doi.org/10.5951/tcm.14.9.0538.

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That students should be able to pose questions, gather data, and represent that data in graphs seems reasonable enough—until you consider that these are the stated expectations for children just four to eight years old! The National Council of Teachers of Mathematics (NCTM) believes young students are capable of these skills and more. NCTM's Content Standard for data analysis and probability outlines what students in prekindergarten through grade 2 should know and be able to do (NCTM 2000).

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Huinker, DeAnn. "Principles to Actions: Moving to a framework for teaching mathematics." Teaching Children Mathematics 25, no. 3 (2018): 133–36. http://dx.doi.org/10.5951/teacchilmath.25.3.0133.

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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 doc

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Clements, Douglas H., and Julie Sarama. "Focal Points: Pre-K to Kindergarten." Teaching Children Mathematics 14, no. 6 (2008): 361–65. http://dx.doi.org/10.5951/tcm.14.6.0361.

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This is the second in a series of articles exploring the use of the National Council of Teachers of Mathematics' (NCTM's) 2006 publication, Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. The series introduction by NCTM President Skip Fennell, explaining what Curriculum Focal Points are and why NCTM developed them, appeared in the December 2007/January 2008 issue of Teaching Children Mathematics (page 315). In this and subsequent TCM articles, the authors of the various grade bands discuss the Focal Points for one or two grade levels. Because one

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Maccini, Paula, and Joseph Calvin Gagnon. "Perceptions and Application of NCTM Standards by Special and General Education Teachers." Exceptional Children 68, no. 3 (2002): 325–44. http://dx.doi.org/10.1177/001440290206800303.

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This study determined teachers' perceptions related to application of, and barriers to implementation of the National Council of Teachers of Mathematics (NCTM) Standards with students labeled learning disabled (LD) and emotionally disturbed (ED). A stratified random sample of 129 secondary general education math and special education teachers responded to a mail survey. A majority of special education teachers indicated they had not heard of the NCTM Standards. Respondents reported teaching mostly basic skills/general math to secondary students with LD and ED, versus higher-level math, such as

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Bartels, Bobbye Hoffman. "Promoting Mathematics Connections with Concept Mapping." Mathematics Teaching in the Middle School 1, no. 7 (1995): 542–49. http://dx.doi.org/10.5951/mtms.1.7.0542.

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Recent documents calling for reform in mathematics education stress promoting mathematical connections during instruction (NCTM 1989; National Research Council 1989, 1990). Mathematical connections are important because they link mathematical concepts to each other and to the real world. When teachers emphasize these connections during instruction, mathematics becomes less compartmentalized and more cohesive and has relevance to real life. In addition, stressing mathematical connections during instruction helps students develop better and deeper understandings of mathematics.

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Fairbairn, Donald M. "Creating Story Problems." Arithmetic Teacher 41, no. 3 (1993): 140–42. http://dx.doi.org/10.5951/at.41.3.0140.

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Much has been written concerning how to teach problem solving, going back to Póya's steps in problem solving (1957). The imponance of problem solving is also well documemed. Problem solving was made the “agenda for the eighties” by the National Council of Teachers of Mathematics (NCTM). The Curriculum and Evaluation Standards (NCTM 1989, 77) indicates that “problem situations can serve as a context for exploring mathematical ideas. Through these situations, students have opportunities to investigate problems, apply their knowledge and skills across a wide range of situations, and develop an ap

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Contreras, José N. "A Problem-Posing Approach to Specializing, Generalizing, and Extending Problems with Interactive Geometry Software." Mathematics Teacher 96, no. 4 (2003): 270–76. http://dx.doi.org/10.5951/mt.96.4.0270.

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Mathematicians and mathematics educators (e.g., Brown and Walter [1990]; Freudenthal [1973]; Halmos [1980]; Kilpatrick [1987]; Moses, Bjork, and Goldenberg [1990]; Pólya [1954]; and Silver [1994]) consider problem posing to be an important mathematical activity and therefore believe that students should have experiences posing problems. For instance, Kilpatrick argues that the experience of “creating one's own mathematics problems ought to be part of every student's education” (1987, p. 123). In the same vein, reform documents of the National Council of Teachers of Mathematics strongly support

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Marino, Keri J., and Robin L. Angotti. "Technology Tips: Mathematics Journals Made Manageable." Mathematics Teacher 104, no. 6 (2011): 466–69. http://dx.doi.org/10.5951/mt.104.6.0466.

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Journals can be used as a teaching tool to enhance mathematical understanding by allowing students to organize and communicate their reasoning, to reflect on their own learning, to record their journey through a mathematics course, and to think about and test ideas (McIntosh and Draper 2001). Although these purposes align with the Process Standards defined by the National Council of Teachers of Mathematics (NCTM 2000), mathematics journals are still infrequently used as a learning tool in today's classes.

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Marino, Keri J., and Robin L. Angotti. "Technology Tips: Mathematics Journals Made Manageable." Mathematics Teacher 104, no. 6 (2011): 466–69. http://dx.doi.org/10.5951/mt.104.6.0466.

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Journals can be used as a teaching tool to enhance mathematical understanding by allowing students to organize and communicate their reasoning, to reflect on their own learning, to record their journey through a mathematics course, and to think about and test ideas (McIntosh and Draper 2001). Although these purposes align with the Process Standards defined by the National Council of Teachers of Mathematics (NCTM 2000), mathematics journals are still infrequently used as a learning tool in today's classes.

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Brahier, Daniel, Steve Leinwand, and DeAnn Huinker. "Principles to Actions: Mathematics Programs as the Core for Student Learning." Mathematics Teacher 107, no. 9 (2014): 656–58. http://dx.doi.org/10.5951/mathteacher.107.9.0656.

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The National Council of Teachers of Mathematics (NCTM) launched the “standards-based” education movement in North America in 1989 with the release of Curriculum and Evaluation Standards for School Mathematics, an unprecedented action to promote systemic improvement in mathematics education. Now, twenty-five years later, the widespread adoption of the Common Core State Standards for Mathematics (CCSSM) by forty-five states provides an opportunity to reenergize and focus our commitment to significant improvement in mathematics education (CCSSI 2010).

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Leonard, Lisa M., and Dyanne M. Tracy. "Using Games to Meet the Standards for Middle School Students." Arithmetic Teacher 40, no. 9 (1993): 499–503. http://dx.doi.org/10.5951/at.40.9.0499.

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It is evident that our society as a whole needs to take a new look at the way mathematics is taught. The National Council of Teachers of Mathematics (NCTM) has publ ished documents to establish a broad framework that will lead to the transformation of the teaching and learning of mathematics. The Curriculum and Evaluation Standards (1989) calls for a reform in school mathematics based on societal and economic needs. The Professional Standards for Teaching Mathematics (1991) makes suggestions for teachers about ways to change their mathematics teaching behaviors on the basis of the curriculum s

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Williams, David E., Ann McAloon, and G. Edith Robinson. "Assessing For Learning: Using Calculators in Assessing Mathematics Achievement." Arithmetic Teacher 35, no. 2 (1987): 21–23. http://dx.doi.org/10.5951/at.35.2.0021.

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In it “Position Statement on Calculators in the Mathematics Classroom” the National Council of Teachers of Mathematics recommends that calculators be integrated into all aspect of school mathematics, including class work, homework, and evaluation (NCTM 1986). This author cited the need for a comprehensive calculator proj ect encompassing all facet as of elementary mathematics education, a project that should include the development of a calculator-integrated curriculum. an extensive training program for teachers, the development of curriculum-support materials, change in textbook, workshops fo

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