National Council of Teachers of Mathematics: Building Bridges of Mathematical Understanding for All Children

1996 ◽  
Vol 89 (6) ◽  
pp. 536-539
Author(s):  
Jack Price
Keyword(s):  
Mathematics Education ◽  
Mathematical Understanding ◽  
National Council ◽  
The Past ◽  
Education Community

The theme “Building Bridges of Understanding” is especially important to the mathematics-education community. It proclaims the next steps that we all must take to make implementing the NCTM's Standards a long-lasting, successful effort to enhance mathematics education. Over the past two years, I have seen exciting changes taking place in many classrooms:

Research Committee: Strengthening Research by Designing for Coherence and Connections to Practice NCTM Research Committee

2010 ◽  
Vol 41 (3) ◽  
pp. 216-235
Author(s):  
Timothy Boerst ◽  
Jere Confrey ◽  
Daniel Heck ◽  
Eric Knuth ◽  
Diana V. Lambdin ◽  
...  
Keyword(s):  
Social Work ◽  
Mathematics Education ◽  
Software Engineering ◽  
Knowledge Base ◽  
Classroom Practice ◽  
National Council ◽  
Research Committee ◽  
Research And Practice ◽  
School Contexts ◽  
The Past

The National Council of Teachers of Mathematics (NCTM) is committed to strengthening relations between research and practice and to the development of a coherent knowledge base that is usable in practice. The fifth of NCTM's strategic priorities states, “Bring existing research into the classroom, and identify and encourage research that addresses the needs of classroom practice” (NCTM, 2008). The need to work toward connection and coherence is not unique to the field of mathematics education. Fields such as medicine (e.g., Clancy, 2007), software engineering (e.g., Gorschek, Garre, Larsson, & Wohlin, 2006), and social work (e.g., Hess & Mullen, 1995) routinely attend to these issues. Researchers in many fields strive to find new ways or to engage more effectively through existing means to enhance coherence and connection. In a sense, this is not a goal that can be achieved definitively, but one that requires persistent engagement. In education, the constant flux of variables in the system, such as curriculum, goals for student learning, and school contexts, requires that new connections between research and practice be investigated and that old connections be reexamined. Changes in educational contexts open new territory in need of study and also challenge the coherence of explanations grounded in previous research. In this way, attention of the field to connection and coherence is neither unique to mathematics education nor an effort due solely to inadequacies of research efforts in the past.

Message from the Editorial Panel

1998 ◽  
Vol 91 (1) ◽  
pp. 4
Author(s):  
Virginia Horak
Keyword(s):  
Mathematics Education ◽  
The Past ◽  
Education Community ◽  
Learning Mathematics

The past nine years. since the publication of the first NCTM Standards, have been exciting ones that ushered 1n a national focus on teachmg and learning mathematics We all have been compelled to examine what we teach. how we teach, and l1ow we assess our students' learning. But now is not the time to say, “We have made it: we have done that.” Mathematics education is not only alive and well in 1998. but 1t remams dynamic and evolvmg. The mathematics education community and NCTM, in particular.

National Council of Teachers of Mathematics: A Look at Mathematics Education Today

1973 ◽  
Vol 20 (6) ◽  
pp. 503-508
Keyword(s):  
United States ◽  
Mathematics Education ◽  
The United States ◽  
National Council ◽  
The Past ◽  
Education Today

As I have traveled across this continent during the past year I have had the opportunity to take the pulse of mathematics education in the United States and Canada.

Issues concerning Evidence

1992 ◽  
Vol 23 (4) ◽  
pp. 341-344
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Mathematical Education ◽  
National Council ◽  
Research Traditions ◽  
Quantitative Studies ◽  
Education Community ◽  
To Come

As noted in Bishop (1992), at the initial meeting of the International Congress on Mathematical Education (ICME) in 1969, only one presentation directly addressed the role of inquiry in mathematics education research. If ICME 1988 is an indicator, then such discussion will be a hallmark of the international interchange to be held in Quebec in August 1992. In 1994, the presses will release the 25th volume of the Journal for Research in Mathematics Education (JRME). At the Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, Thomas Carpenter, outgoing editor of the JRME, remarked that whereas over 70% of volume 1 of the JRME reported purely quantitative studies, nearly 50% of the 1991 volume presented qualitative works (1992). Mathematics education research traditions still are evolving, in comparison to the more established research traditions in some disciplines, but the field is beginning to come of age. At this time it is reasonable for the mathematics education community to examine the varying approaches and traditions that characterize mathematics education research as well as the nature of evidence within these approaches and traditions.

Mathematics Education Research: 1985 in Review

1986 ◽  
Vol 17 (4) ◽  
pp. 317-320
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
National Science Foundation ◽  
Mathematics Education Research ◽  
Ripple Effect ◽  
The Past ◽  
Education Community ◽  
National Science Foundation Research ◽  
To Come ◽  
Sizable Number

The past year saw a number of very positive developments in mathematics education research. Of most direct impact on researchers was the fact that the National Science Foundation research programs reestablished in 1984 began funding a sizable number of projects in 1985. The renewed availability of funds for research will have a ripple effect across the mathematics education community for years to come. In addition to the increased funding for research, 1985 marked the beginning of several long-range projects and programs that are of particular interest to mathematics education researchers.

Projects: Developing Assessment Items on the Basis of the Availability of a Calculator

1991 ◽  
Vol 84 (6) ◽  
pp. 498-500
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Standardized Tests ◽  
Field Test ◽  
National Council ◽  
Item Pool ◽  
Test Items ◽  
Assessment Tests ◽  
Education Community ◽  
Statewide Assessment

In 1988 NCTM's Mathematics Education Trust (MET) sought the development of a pool of multiplechoice test items that used the calculator in testing mathematics achievement in grades 6-8. At that time very few standardized tests or statewide assessment tests permitted the use of calculators. It was felt that teachers and test developers would be more open to the use of calculators on tests if appropriate test items were devised. MET contracted with Terrence Coburn of Oakland Schools, Waterford, Michigan, to develop and field-test such an item pool. The results are presented in the publication Testing Using the Calculator, available from the National Council of Teachers of Mathematics for $6 a copy. MET's goal is that members of the mathematics education community will use the document. in furthering the use of calculators in the teaching and evaluation processes.

Capsule History of the NCTM

1970 ◽  
Vol 17 (2) ◽  
pp. 133-142
Author(s):  
Julius H. Hlavaty
Keyword(s):  
United States ◽  
Mathematics Education ◽  
History Of Mathematics ◽  
The United States ◽  
National Council ◽  
History Of Mathematics Education ◽  
The Past ◽  
History Of ◽  
The Subject

The history of mathematics education in America is the story of a long and exciting adventure. It is the subject of a forthcoming NCTM Yearbook, A History of Mathematics Education in the United States and Canada. The following is a capsule account of the direct involvements and the tangential contacts of the National Council with that history during the past fifty years.

Research Advisory Committee Report: Mathematics Education Reform and Mathematics Education Research: Opportunities, Obstacles, and Obligations

1990 ◽  
Vol 21 (4) ◽  
pp. 287-292
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
National Research Council ◽  
National Commission ◽  
Committee Report ◽  
National Council ◽  
Nation At Risk ◽  
Education Community ◽  
And Mathematics ◽  
Excellence In Education

The mathematics education community is engaged in a level of refonn activity of remarkable breadth and intensity. This most recent context of educational refom1 was established in the early 1980s, in part through reports such as A Nation at Risk (National Commission on Excellence in Education. 1983). The content-based counterparts of these documents include the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989a), Everybody Coums (National Research Council, 1989), Project 2061: Science for All Americans (American Association for the Advancement of Science, 1989), and the forthcoming Professional Standards for Teaching Mathematics (National Council of Teachers of Mathematics, 1989b).

President's Report: Building Bridges of Mathematical Understanding for All Children

1996 ◽  
Vol 27 (5) ◽  
pp. 603-608
Author(s):  
Jack Price
Keyword(s):  
Mathematics Education ◽  
Mathematical Understanding ◽  
Education Community

The theme “Building Bridges of Understanding” is especially important to the mathematics education community. It proclaims the next steps that we all must take to make implementing the NCTM's Standards a long-lasting, successful effort to enhance mathematics education.

Reviews: A Window and a Frame

1987 ◽  
Vol 18 (1) ◽  
pp. 53-58
Author(s):  
A. Silver Edward
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
The Past ◽  
Education Community

During the past decade, problem solving has emerged as one of the foremost topics of interest in the mathematics education community.

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