About NCTMAs the leading professional organization for teachers of mathematics in grades Pre-K–12, the National Council of Teachers of Mathematics (NCTM) provides broad national leadership in matters related to mathematics education.NCTM initiated the development of standards for school mathematics that address content, teaching, and assessment. These standards are guidelines for teachers, schools, districts, states, and provinces to use in planning, implementing, and evaluating high-quality mathematics programs for prekindergarten through grade 12.National Council of Teachers of MathematicsNCTM_285ca3c6-4700-11eb-a9a8-b0c4fb82ea00Founded in 1920, the National Council of Teachers of Mathematics (NCTM) is the world's largest mathematics education organization. Mathematics TeachersStudentsNCTM Board of DirectorsTrena L. WilkersonPresident | Baylor University, TexasRobert Q. Berry IIIPast President | University of Virginia, Charlottesville Ken KrehbielExecutive Director, NCTMBeth KobettStevenson University, MarylandJeff ShihUniversity of Nevada, Las VegasJason SlowbeGreat Oak High School, CaliforniaDenise WalstonCouncil of the Great City Schools, Washington, DCSarah BushUniversity of Central Florida, OrlandoLorie HuffFayetteville Public School District, ArkansasCarol MatsumotoKindergarten/K-6 Resource Teacher (Retired), Winnipeg, CanadaJennifer OutzsSeminole Middle School, FloridaMelissa BostonDuquesne University, PennsylvaniaDewey GottliebHawaii Department of Education, HonoluluDesiree Harrison Farmington Public Schools, MichiganJennifer SuhGeorge Mason University, VirginiaNCTM StaffKen Krehbiel Executive DirectorDavid ShaykaChief Operating Officer and Chief Financial OfficerDavid BarnesAssociate Executive Director for Research, Learning, and DevelopmentDelilah Peyton, CMPDirector of Conference ServicesKaitlin KleinConference ManagerCaryn Pepper, CMPConference ManagerKathe RichardsonMeeting PlannerGlenda RhodesConference Program PlannerJody WolfeDirector of FinanceRichard AldridgeDirector of Information Technology and Administrative ServicesTroy WhitbreadWeb Development ManagerVacantDirector of MembershipMary FerrisAffiliate Relations ManagerEleanore TapscottDirector of PublicationsStephanie DeanManaging EditorMary DonovanPublications AssistantChristine NoddinPublications CoordinatorTristan CoffeltProduction ManagerLuanne FlomCopy and Production EditorScott RodgersonArt DirectorPattie CovertSenior Graphic DesignerGlenn FinkProduction and Design SpecialistChonda LongDirector of Professional DevelopmentEvery person has access to high-quality teaching _285ca5ce-4700-11eb-a9a8-b0c4fb82ea00To advocate for high-quality mathematics teaching and learning for each and every student_285ca6f0-4700-11eb-a9a8-b0c4fb82ea00ExcellenceEvery student deserves an excellent program of instruction in mathematics that challenges each student to achieve at the high level required for productive citizenship and employment.QualificationsEvery student must be taught by qualified teachers who have a sound knowledge of mathematics and how children learn mathematics and who also hold high expectations for themselves and their students.CurriculaEach school district must develop a complete and coherent mathematics curriculum that focuses, at every grade level, on the development of numerical, algebraic, geometric, and statistical concepts and skills that enable all students to formulate, analyze, and solve problems proficiently. Teachers at every grade level should understand how the mathematics they teach fits into the development of these strands.ComputationComputational skills and number concepts are essential components of the mathematics curriculum, and a knowledge of estimation and mental computation are more important than ever. By the end of the middle grades, students should have a solid foundation in number, algebra, geometry, measurement, and statistics.GuidanceTeachers guide the learning process in their classrooms and manage the classroom environment through a variety of instructional approaches directly tied to the mathematics content and to students' needs.ReasoningLearning mathematics is maximized when teachers focus on mathematical thinking and reasoning. Progressively more formal reasoning and mathematical proof should be integrated into the mathematics program as a student continues in school.ContextLearning mathematics is enhanced when content is placed in context and is connected to other subject areas and when students are given multiple opportunities to apply mathematics in meaningful ways as part of the learning process.TechnologyThe widespread impact of technology on nearly every aspect of our lives requires changes in the content and nature of school mathematics programs. In keeping with these changes, students should be able to use calculators and computers to investigate mathematical concepts and increase their mathematical understanding.DiversityStudents use diverse strategies and different algorithms to solve problems, and teachers must recognize and take advantage of these alternative approaches to help students develop a better understanding of mathematics.AssessmentThe assessment of mathematical understanding must be aligned with the content taught and must incorporate multiple sources of information, including standardized tests, quizzes, observations, performance tasks, and mathematical investigationsImprovementThe improvement of mathematics teaching and learning should be guided by ongoing research and by ongoing assessment of school mathematics programs.Teaching & LearningSupport the learning of each and every student in equitable environments_285ca86c-4700-11eb-a9a8-b0c4fb82ea001NCTM provides guidance and resources for the implementation of research-informed and high-quality teaching that supports the learning of each and every student in equitable environments.GuidanceProvide guidance for the implementation of research-informed and high-quality teaching._285ca998-4700-11eb-a9a8-b0c4fb82ea004.1ResourcesProvide resources for the implementation of research-informed and high-quality teaching._285caab0-4700-11eb-a9a8-b0c4fb82ea004.2Access, Equity & EmpowermentAdvance a culture of equity._285cabdc-4700-11eb-a9a8-b0c4fb82ea002NCTM advances a culture of equity where each and every person has access to high-quality teaching empowered by the opportunities mathematics affords.TeachingEnsure every person has access to high-quality teaching empowered by the opportunities mathematics affords._285cacea-4700-11eb-a9a8-b0c4fb82ea002.1ValueBuild member value._285cae16-4700-11eb-a9a8-b0c4fb82ea003NCTM MembersBuilding Member Value: NCTM provides community and resources to engage and listen to members in order to improve the teaching and learning of mathematics.CommunityProvide community to engage and listen to members._285caf4c-4700-11eb-a9a8-b0c4fb82ea003.1ResourcesProvides resources to engage and listen to members._285cb082-4700-11eb-a9a8-b0c4fb82ea003.2AdvocacyInfluence decision makers and the public on issues concerning high-quality mathematics teaching and learning._285cb1a4-4700-11eb-a9a8-b0c4fb82ea004Decision MakersThe PublicNCTM engages in advocacy to focus, raise awareness, and influence decision makers and the public on issues concerning high-quality mathematics teaching and learning._285cb2d0-4700-11eb-a9a8-b0c4fb82ea002017-07-152020-12-25