NCTM

=National Council of Teachers of Mathematics (NCTM)=

This year there was a requirement among all of the sections of TE 801 for the students to join NCTM. This was the first semester that this requirement was in place, and I underused the potential of this membership. I asked my students to use the material in shaping the content of their lesson planning project and their unit plan, but did not ask much more of them. This seminar course is interesting in the fact that it requires students to be in the field for four days per week while also maintaining their role as a student. I want the preservice teachers to engage in the readings in thoughtful ways, but they want to focus on the teaching aspects of the course. Many of the students do not complete all of the reading for the seminars and felt that I would overburden them if I required much use of the online journal. [|NCTM Membership Form.PDF]

This journal is written for practicing teachers; it is written to offer pedagogical strategies and tasks for classroom use. I am curious if I had the students read the journals and select articles that are of interest to them and providing some common space for them to discuss what they are reading, what would happen. I am inclined to see this as an opportunity to see what is being said in the journals and how it applies to their current field placements. I could see using a wikispace to allow them to share ideas and strategies that are being discussed as an appropriate use of this required text.

I did find that the students were grateful for the access to the standards that were published by NCTM. The students have heard through their course the importance of these standards and now have opportunity to explore and digest them. The students have been involved in mathematics methods and content courses and participated in field instruction; I feel that the students were in a better place to look at the standards and understand some of the concepts that get labeled as reform. Many of the current curricula that are used in the elementary classroom claim to be based on the standards published by NCTM. It is important for the students to have abilities to look into these standards and see how what is being published as classroom material relates to the materials being cited.

In order to better understand NCTM, it is appropriate to look at it mission statement, as published on its website:

**Mission Statement**
A **mission statement** encapsulates an organization’s purpose and communicates its essence to members, stakeholders, and the public. It states why the organization exists, what it seeks to accomplish, what it does to achieve this end, and the ultimate result of its work.

**NCTM Mission Statement**
The National Council of Teachers of Mathematics is a 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. (Revised by Board of Directors, October 17, 2009)

Vision Statement
A **vision statement** is a guiding image of an organization’s success and the resulting contribution to society. A vision statement describes the best possible outcome and what the future consequently looks like. The purpose of a vision statement is to inspire, energize, motivate, and stimulate creativity.

**NCTM Vision Statement**
The National Council of Teachers of Mathematics is a global leader and authority in mathematics education, ensuring that all students have access to the highest quality mathematics teaching and learning. We envision a world where everyone is enthused about mathematics, sees the value and beauty of mathematics, and is empowered by the opportunities mathematics affords. (Approved by Board of Directors, October 25, 2008)

NCTM Foundational Priorities
(Approved by the Board of Directors, July 15, 2009) @http://nctm.org/about/content.aspx?id=172
 * **Curriculum, instruction, and assessment:** Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field, and focused on increasing student learning.
 * **Equity:** Advance knowledge about, and infuse in every aspect of mathematics education, a culture of equity where everyone is empowered by the opportunities mathematics affords.
 * **Advocacy:** Engage in public and political advocacy to focus policymakers and education decision makers on improving learning and teaching mathematics.
 * **Professional Development:** Provide professional development to all stakeholders to help ensure all students receive the highest quality mathematics education.
 * **Research:** Ensure that sound research is integrated into all activities of the Council.