NCTM Position Statements
NCTM position statements define a particular problem, issue, or need and describe its relevance to mathematics education. These statements address important and timely policy issues relevant to mathematics education. They rest on the foundation provided by Principles and Standards for School Mathematics, Principles to Actions and research, and address issues that extend beyond the classroom. Each one defines the Council’s position or answers a question central to the issue. Position statements are approved by the NCTM Board of Directors.
Artificial Intelligence and Mathematics Teaching
Ability Labels: Disrupting “High,” “Medium,” and “Low” in Mathematics Education
The Effective and Appropriate Use of Large-Scale Assessments in Mathematics Education to Guide Systemic Improvement and Equitable Student Learning
Equitable Integration of Technology for Mathematics Learning
Procedural Fluency in Mathematics
Mathematics in Early Childhood Learning
Transforming Practices and Policies So Multilingual Learners Thrive in Mathematics
that support access and equity require comprehensive understanding and require
being responsive to students’ backgrounds, experiences, cultural
perspectives, traditions, and knowledge.
Young learners’ future understanding of mathematics requires
an early foundation based on a high-quality, challenging, and accessible
is important in shaping and developing the next generation of teachers,
particularly as expectations for students become more rigorous.
Computer science should be incorporated into the curriculum in a way that enhances, rather than limits, students’ college and career readiness in mathematics.
For too long, our educational systems have privileged some students in the mathematics classroom while marginalizing others.
development courses and workshops for future and current teachers need to model
effective pedagogies for teaching statistics, in addition to focusing on
developing understanding of statistical concepts, mastery of statistical
content, and knowledge of the essential ideas of statistical thinking and
problem solving. (A
joint position statement of the American Statistical Association and the
National Council of Teachers of Mathematics.)
Collaboration between researchers and school personnel
provides integrated perspectives for addressing critical issues in mathematics
teaching and learning.
ultimate goal of the K–12 mathematics curriculum should not be to get students
into and through a course in calculus by twelfth grade but to have established
the mathematical foundation that will enable students to pursue whatever course
of study interests them when they get to college. (A joint
position statement of the Mathematical Association of America and the National
Council of Teachers of Mathematics.)
To teach mathematics with high expectations means that teachers recognize that each and every student, from prekindergarten through college, is able to solve challenging mathematical tasks.
This updated joint position of the Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics (ASSM), NCSM: Leadership in Mathematics Education (NCSM) and the National Council of Teachers of Mathematics (NCTM) calls for elementary mathematics specialists to help ensure equitable and effective mathematics learning for each and every student.
need a strong mathematics foundation to succeed in STEM fields and to make
sense of STEM-related topics in their daily lives.