NCTM Full Form – Know About National Council Of Teachers Of Mathematics Now!

NCTM Full Form in Mathematics: NCTM stands for National Council of Teachers of Mathematics. NCTM was founded in 1920, making it the largest mathematics education organization in the world. High-quality mathematics education is a goal of the National Council of Teachers of Mathematics.

NCTM Full Form	National Council of Teachers of Mathematics
NCTM Formation Year	1920
NCTM Headquarters	Reston, Virginia
NCTM President	Trena Wilkerson
NCTM Website	www.nctm.org

Apart from the full form of NCTM let’s know more about the organization below.

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NCTM Strategic Framework

• Teaching and Learning: NCTM provides resources and guidance for the implementation of research-informed and high-quality teaching that promotes the learning of every student in a fair environment.
• Access, Equity and Empowerment: NCTM works to ensure that everybody has access to high-quality mathematics instruction empowered by the opportunities mathematics provides.
• Building Member Value: NCTM works with its members via community and resources to improve mathematics education.
• Advocacy: NCTM advocates for high-quality mathematics instruction, raise public awareness of it, and influences policy makers.

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NCTM Statement of Beliefs

The National Council of Teachers of Mathematics (NCTM) is the leading professional organization for mathematics educators in grades Pre-K-12, providing broad leadership on mathematics education matters.

Standards for school mathematics were developed by NCTM that address content, teaching, and assessment. Teachers, schools, districts, states, and provinces can use these standards as guidelines to develop, implement, and evaluate high-quality mathematics programs for prekindergarten through grade 12.

• Several core beliefs about students, teaching, and mathematics are reflected in the NCTM standards.
• A top-notch mathematics program should challenge students to reach the high level of achievement they need to be productive citizens and job-seekers alike
• The teachers of all students must have strong background in mathematics as well as an understanding of how children learn mathematics, as well as high expectations for themselves as well as their students.
• Mathematics must be integrated into every grade level of the curriculum at every level of instruction so that mathematical, algebraic, geometric, and statistical concepts and skills are developed in order to prepare all students to formulate, analyze, and solve problems competently. At every grade level, every teacher needs to know how to integrate mathematics into the development of these strands.
• Mathematical curriculums need to include computation skills and number concepts, and knowledge of estimation and mental computation has become increasingly important. The students should master number theory, algebra, geometry, measurements, and statistics by the end of the middle grades.
• Through a variety of instructional approaches related directly to mathematics content and to the needs of students, teachers guide the classroom learning process and manage the classroom environment
• Ensuring students develop mathematical reasoning and thinking skills. Students should be taught more formal reasoning and mathematical proof as they progress through the mathematics program
• As part of the learning process, students are given multiple opportunities to apply mathematics in meaningful ways, when content is placed in context and is connected to other subject areas.
• As technology permeates nearly every aspect of our lives, school mathematics programs must adapt their content and structure. The use of calculators and computers should increase students’ ability to investigate mathematical concepts and improve their mathematical understanding in light of these changes.
• To develop a better understanding of mathematics, teachers must recognize and use students’ diverse strategies and algorithms to solve problems
• Mathematics understanding must be assessed in relation to the content taught and should be measured through tests, quizzes, observations, performance tasks, and mathematical investigations.
• Continuous research and assessment of school mathematics programs should be used to improve mathematics teaching and learning.

All the stakeholders in the mathematics programs must collaborate to change mathematics programs in such a way that reflects these beliefs. In order to improve mathematics education for all students, the NCTM stands ready to work with anyone who cares about improving mathematics education. By fostering dialogue and cooperation, NCTM can assist students in math classes across the continent to reach their full potential.

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