National Council of Teachers of Mathematics
| Formation | 1920 |
|---|---|
| Headquarters | Reston, VA |
|
Membership
|
over 80,000 |
|
President
|
Matthew R. Larson |
| Website | http://www.nctm.org |
The National Council of Teachers of Mathematics (NCTM) was founded in 1920. It has grown to be the world's largest organization concerned with mathematics education, having more than 80,000 members and more than 230 Affiliates throughout the United States and Canada.
The National Council of Teachers of Mathematics presents itself as "the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research."
NCTM holds annual national and regional conferences for teachers and publishes five journals. Its published standards have been highly influential in the direction of mathematics education in the United States and Canada.
NCTM publishes five journals. All are available in print and online versions.
Teaching Children Mathematics, an official journal of the National Council of Teachers of Mathematics (NCTM), supports improvement of pre-K–6 mathematics education by serving as a resource for teachers so as to provide more and better mathematics for all students. It is a forum for the exchange of mathematics idea, activities, and pedagogical strategies, and or sharing and interpreting research.
Mathematics Teaching in the Middle School, an official journal of the National Council of Teachers of Mathematics, supports the improvement of 5–9 mathematics education by serving as a resource for practicing and prospective teachers, as well as supervisors and teacher educators. It is a forum for the exchange of mathematics idea, activities, and pedagogical strategies, and or sharing and interpreting research.
Mathematics Teacher, an official NCTM journal, is devoted to improving mathematics instruction for grades 8–14 and supporting teacher education programs. It provides a forum for sharing activities and pedagogical strategies, deepening understanding of mathematical ideas, and linking mathematical education research to practice.
Mathematics Teacher Educator contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The journal provides a means for practitioner knowledge related to the preparation and support of teachers of mathematics to be not only public, shared, and stored, but also verified and improved over time (Hiebert, Gallimore, and Stigler 2002).
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