Below please find information that NCTM has shared with ATOMIC. Always look at the news feed for the most up-to-date information. 

News from NCTM


Principles to Actions has a new Toolkit that can be used by members for sharing with others.  This toolkit consists of a series of grade-band-specific modules that are focused on a subset of the effective teaching practices identified in Principles to Actions: Ensuring Mathematical Success for All as well as professional learning resources that support implementation of the five guiding principles, highlighted in the publication.

Conferences & Events from NCTM

Register Now for the NCTM Event Near You!



NCTM in Your Neighborhood: Bringing Math to Your Doorstep

No matter where you are in the continental United States, there's an NCTM conference nearby. Learn more about each event and register early to get the best rates! 

Be sure to check out the Conference Blog to read posts by 2017 event presenters and learn more about upcoming conference programs. 

Can't make an in-person event? We also offer live online  Twitter chats and webinars to interact with peers from afar. 

Map of America

NCTM Summer Interactive Institutes:

Facilitating Meaningful Math Discourse, Baltimore

Click to learn more!

Facilitating Meaningful Mathematical Discourse

Baltimore, Maryland
July 17–19, 2017

This institute will align with the upcoming publication Taking Action: Implementing Effective Mathematics Teaching Practices. Learn strategies to take action in the classroom using the research-based Mathematics Teaching Practices outlined in NCTM's publication Principles to Actions.

Supporting Students' Productive Struggle, Baltimore

Click to learn more!

Supporting Students' Productive Struggle

Baltimore, Maryland
July 20–22, 2017

This Institute will help you build and nurture a culture for productive struggle by answering the following questions: What is productive struggle? Why is productive struggle important to students' mathematics learning? How do we support productive struggle for each and every student?

Innov8, Las Vegas

Click to learn more!

Innov8

Las Vegas, Nevada
November 15–17, 2017

The new Innov8 conference experience is designed to support mathematics teachers and teams in identifying, analyzing, and planning for instruction and intervention around a self-identified problem of practice.

Orlando

Click to learn more!

NCTM Regional Conference and Exposition

Orlando, Florida
October 18–20, 2017

Gain new strategies to unleash the mathematical mind of every student when you join NCTM in Orlando this fall.

Chicago

Click to learn more!

NCTM Regional Conference and Exposition

Chicago, Illinois
Nov 29-Dec 1, 2017

Share knowledge and learn with leaders in the field of mathematics education by joining NCTM in Chicago.


NCTM Affiliates Conferences and Events Near You


Save the dates for more events coming in 2018!


Research Conference: April 23–25, 2018 – Washington, DC
Annual Meeting: April 25–28, 2018 – Washington, DC
Regional Conference: November 1–3, 2018 – Kansas City, Missouri
Regional Conference: November 28–30, 2018 – Seattle, Washington
Innov8 Conference: October 4–6, 2018 – Hartford, Connecticut

Featured Books and Webinars

Associations


  • Taking Action Grades K to 5
    Elementary School

    Taking Action: Implementing Effective Mathematics Teaching Practices in K-Grade 5. For teachers who aspire to ambitious teaching that will provide each and every one of their students with more opportunities to experience mathematics as meaningful, challenging, and worthwhile, this new Taking Action series book is certain to be your number one go-to resource.

    Learn More

    Taking Action
    Middle School

    Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 6-8. This Taking Action series book examines in depth what applying effective mathematics teaching practices would look like in a middle school classroom, with narrative cases, classroom videos, and real student work, presenting a rich array of experiences that bring the practices to life.

    Learn More

    Taking Action Grades 9 - 12
    High School

    Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12.This high school offering in the Taking Actionseries provides a coherent set of professional learning experiences designed to foster teachers' understanding of the effective mathematics teaching practices and their ability to apply those practices in their own classrooms.

    Learn More

    Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom
    Elementary School  Middle School

    Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom, 3rd ed.Expanded with over 100 new tasks and questions, this bestselling resource helps experienced and novice teachers to effectively and efficiently differentiate mathematics instruction in grades K-8. 

    Learn More

    Access and Equity: promoting high quality mathematics in grades 6 to 8
    Middle School

    Access and Equity: Promoting High-Quality Mathematics in Grades 6-8. Turn to this book for ideas, inspiration, and information about promoting empowerment, meaningful participation, and success for each and every student in the mathematics classroom. 

    Learn More

    Sense Making Grades 3 - 5
    Elementary School

    Reasoning and Sense Making in the Mathematics Classroom Grades: 3-5. Get suggestions based on extensive research to better understand, monitor, and guide the development of students' reasoning and sense making about core ideas in elementary school mathematics. 

    Learn More

    Enhancing Classrom Practice

    Enhancing Classroom Practice with Research behind Principles to Actions. This book makes research about the big ideas in Principles to Actions concrete by offering examples, from classroom practice, of best practices in action.

    Learn More

    re-imagining the math classroom

    Reimagining the Mathematics Classroom. This publication synthesizes and illustrates current research on the essential elements of mathematics teaching and learning and provides concrete practical strategies and tools teachers can apply directly to their work.

    Learn More

    Annual Perspectives 2017

    Annual Perspectives in Mathematics Education 2017. This 2017 volume of APME focuses on collaborative initiatives that engage every level of the math education community, including practicing and preservice teachers, school administrators, teacher educators, and university mathematicians.

    Learn More

    unpacking fractions
    Middle School

    Unpacking Fractions: Classroom-Tested Strategies to Build Students' Mathematical Understanding. Author Monica Neagoy, drawing on decades of research studies, evidence from teacher practice, and 25 years of experience working around the world with teachers, students, and parents, addresses seven big ideas in the teaching and learning of fractions in grades 2-6.

    Learn More

    the formative five

    The Formative Five: Everyday Assessment Techniques for Every Math Classroom. NCTM Past President Francis "Skip" Fennell and nationally recognized mathematics educators Beth McCord Kobett and Jonathan (Jon) Wray, offer proven assessment techniques-Observations, Interviews, "Show Me," Hinge Questions, and Exit Tasks- you can implement, every day.  

    Learn More

    formative assessment, volume two

    Mathematics Formative Assessment, Volume 2. This new volume from award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey, helps you improve student outcomes with 50 all-new formative assessment classroom techniques (FACTS) that are embedded throughout a cycle of instruction.

    Learn More

    text book cover

    Activating the Vision: The Four Keys of Mathematics Leadership. To build and sustain a successful mathematics program, mathematics leaders need to work collaboratively to establish a cohesive vision for teaching and learning and put that vision into action. This book details the necessary steps that mathematics leaders must take to change traditional practices.

    Learn More

    Balancing the Equation Book Cover

    Balancing the Equation. This book is intended for all who are involved in K–12 mathematics education who seek to improve their own understanding of mathematics teaching and learning to help students succeed. The authors tackle popular misconceptions about mathematics education and draw on peer-reviewed research that can significantly improve student learning. 

    Learn More

    Principle to Actions Book Cover

    Principles to Actions: Ensuring Mathematical Success for All. The widespread adoption of college- and career-readiness standards presents a historic opportunity to improve math education. What will it take to turn this opportunity into reality in your classroom, school, and district? 

    Learn More

    Exploring Math through Literature

    Math in Literature Web Microsite

    What do Harry Potter, The Rajah's Rice, and The Polar Express have in common? You may be surprised to know that these literary works teach us about math!

    Exploring Math through Literature is an online teacher resource filled with lessons and activities for pre-K–grade 8 that teach mathematical concepts while engaging students in a broad assortment of children's literature.

    Learn More

    Developing Mathematical Ideas Series

    Take YourProfessional Development to a New Level of Excellence

    Whether you're a teacher, a coach, a department chair, or aschool or district administrator, Developing Mathematical Ideas (DMI) willenable you to deliver rich and rewarding seminars to support teacherunderstanding and student learning.

    Number and Operations, Part 1: Building a System of Tens:Calculating with Whole Numbers and Decimals

    The first module in the seven-part DMI Series, this titleengages participants in a collaborative learning experience. The thirty casesprovide the basis of each session's investigation of specific mathematicalconcepts and teaching strategies.

    The online facilitator's package contains everything necessary to prepare for and lead the seminar, includingaccess to the casebook content and classroom videos.

    The casebook is the key resource forparticipants and is meant to be read and discussed under the guidance of thefacilitator.

    Number and Operations, Part 2: Making Meaning for Operations: In the Domains of Whole Numbers and Fractions

    The second module in the seven-part DMI Series, this title concentrates on the kinds of actions and situations that are modeled by addition, subtraction, multiplication, and division and how students come to understand them. Participants investigate the four basic operations on whole numbers, and then move to a study of the operations in the context of fractions.

    The online facilitator's package contains everything necessary to prepare for and lead the seminar, includingaccess to the casebook content and classroom videos.

    The casebook is the key resource forparticipants and is meant to be read and discussed under the guidance of the facilitator.

    Learn More

Upcoming Webinars:

Math Education Is STEM Education 
Webinar Series: President’s Messages  
July 19, 2017   |   7:00 p.m. ET 

Register 

Enhancing Classroom Practice with Research behind Principles to Actions 
Webinar Series: Author Talks  
July 26, 2017   |   7:00 p.m. ET    

Register 

Reimagining the Mathematics Classroom 
Webinar Series: Author Talks  
September 13, 2017   |    7:00 p.m. ET 

Register 



Message from NCTM President



Positioning NCTM for a Second Century

By Matt Larson, NCTM President  
July 19, 2017


April 2020 will be a significant year in the history of the National Council of Teachers of Mathematics. In Chicago, from April 1–4, NCTM will celebrate its centennial as a council of teachers of mathematics at the NCTM Centennial Annual Meeting: Looking Back and Moving Forward.  


This is a remarkable accomplishment. Very few organizations or businesses last 100 years. Think of the major businesses that have vanished in the lifetime of NCTM: Standard Oil, Woolworth's, Borders, Bethlehem Steel, General Foods, Blockbuster, Polaroid, and Pan Am are just a few of the many that no longer exist. 

NCTM's long history is a credit to the strength of NCTM's members, the thousands of volunteers who have given their time and expertise to serve the Council, the many dedicated staff members, and the many dedicated and visionary Board members and leaders who assumed responsibility over the last century to position the Council as an influential and respected force within mathematics education. 

The current NCTM Board is no exception. At its July meeting, the Board engaged in strategic re-visioning of NCTM, asking one critical question: If we were designing NCTM from the ground up today to serve mathematics teachers in the twenty-first century, what would it look like? The Board tried to rise to the level of the visionary leaders who founded NCTM in the spring of 1920 at the National Education Association (NEA) meeting in Cleveland.  


In the very first volume of The Mathematics Teacher published by NCTM in January 1921, C. M. Austin, the first president of NCTM, from Oak Park, Illinois, wrote that  

We [NCTM] also recognize the fact that unless we give value received for the membership fee no one will become a member a second time. We, therefore, intend to make good. . . . We also recognize the great inspiration and responsibility that a large membership will give us. Thus, the individual teachers have a duty as well as the officials of the Council. If the movement should fail the individual teacher who has not become a member and contributed his bit toward success will be as much to blame for failure as any one else. (p. 2)

Although we are far from the new and fledgling organization NCTM was in 1921, Austin's words are as relevant today as they were then. NCTM is at a crossroads. NCTM must change to thrive in a second century.  


Here are some startling facts that made the Board's work so important: NCTM arguably reached its zenith in terms of membership and influence around the time of the release of Principles and Standards for School Mathematics in 2000. Around the time of the publication of Principles and Standards, NCTM membership was approximately 112,000. Today membership is around 60,000. At the Annual Meeting in Boston in 1995, conference attendance was over 20,000. This past April in San Antonio, attendance was just over 7,000. Many factors account for these declines, and NCTM is not alone as a professional membership organization in facing these challenges. 


Although membership and conference attendance have dramatically declined over the last two decades, the programs and services that NCTM provides have not significantly changed. NCTM still presents the same number of conferences and publishes the same number of journals (actually one more) and book titles as the Council did in 2000 (and largely in the same way). 


This leads to another startling fact: Expenses have remained relatively stable or gradually increased, but revenue has declined. For the past 10 years, NCTM has had an annual average operating loss of approximately $1.5 million. Earnings from an invested reserve fund allowed the Council to engage in the practice of deficit spending. Changing market conditions no longer permit this practice to continue into the long-term future. Continuing this practice is unsustainable and fiscally irresponsible, and failure to act on this reality would be accepting the Council's ultimate demise. 


I want to thank the current Board of Directors for seriously tackling these issues. This is not easy work. Beginning in February 2016, the Board set the goal to close the budget gap over a period of 3­–­4 years. A number of steps have been taken over the past year: reducing NCTM committee travel and leveraging virtual meetings; reducing NCTM staff, including a reduction of Associate Executive Directors from five to two; merging or eliminating various standing committees; and other cost savings and efficiencies at headquarters. 


However, it is clear that these steps are not enough to ensure the long-term success of the Council for a second century. Therefore, the Board of Directors and select staff engaged in the challenging re-visioning work in July. To position NCTM for a second century of service to teachers of mathematics, the Board determined that NCTM's work moving forward will be guided by a more concise mission statement and a focused strategic framework:


Mission 

The National Council of Teachers of Mathematics supports and advocates for the highest-quality mathematics teaching and learning for each and every student. 

Strategic Framework 

Teaching and Learning: NCTM provides support for research-informed teaching that ensures the learning of each and every student in equitable environments.  

Access, Equity, and Empowerment: NCTM advances 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. 

Building Member Value: NCTM fosters communities that engage members to improve the teaching and learning of mathematics. 


Advocacy: NCTM engages in advocacy to focus, raise awareness, and influence decision makers and the public on issues concerning teachers of mathematics and high-quality mathematics teaching and learning.

In addition, the Board took a number of actions to increase the value of membership, including the adoption of a tiered membership model, for launch in January 2018, which will reduce membership costs (particularly for new members) while simultaneously increasing member value. 

The Board also approved a proposal to transform NCTM's three practitioner journals over the next two years to provide members more frequent and relevant content with an expanded digital presence. 

The Board of Directors has taken the first steps necessary to help ensure NCTM's relevance, member value, and financial viability. Much work remains. 


To paraphrase Austin, whether or not NCTM survives is our collective responsibility. I call on every member to make your voice heard, to take advantage of NCTM's unparalleled community events and peer-reviewed resources, and to urge your nonmember colleagues to become members of our professional community to support our critical advocacy work. Collectively, we can ensure a stronger and more vibrant NCTM for a second century.

                       

Powered by Wild Apricot Membership Software