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The leaders of professional
organizations need to take an active role in supporting teachers
of mathematics by accepting responsibility for-
promoting and providing professional growth opportunities for
those involved in mathematics education;
focusing attention of the membership and the broader community
on contemporary issues dealing with the teaching and learning
of mathematics;
promoting activities that recognize the achievements and contributions
of exemplary mathematics teachers and programs;
initiating political efforts that effect positive change in mathematics
education.
Elaboration
Professional organizations
foster a strong sense of community through a variety of strategies,
such as written materials, videotapes, journals, and conferences.
They provide the vehicles for teachers of mathematics to link with
other professionals through the growing use of computer networks
and message centers.
Demands for improved mathematics
education have been well documented in a variety of reports. Since
the mathematics education community should be leading the reform
efforts, professional organizations are essential in helping mathematics
educators be heard in the vast political community. This necessitates
strong and vital organizations that can inform mathematics educators
of the current issues, encourage attention to a diversity of points
of view about what is important, mobilize efforts to reach consensus
on what is needed, present a strong and unified voice for dynamic
and thoughtful change, and make this voice heard in the larger corporate,
government and policy-making sectors.
Through the work of local,
state, provincial, regional, and national organizations, teachers
have the support to find avenues to be involved in decision making
related to mathematics education. The current work of NCTM on this
set of standards and the companion document, Curriculum and Evaluation
Standards for School Mathematics, as well as the Mathematical
Association of America's report, A Call for Change: Recommendations
for the Mathematical Preparation of Teachers (1991), has involved
thousands of mathematics educators in the drafting, reviewing, and
revising of the standards. This activity is a prototype for the
development of a professional consensus to provide a definitive
direction for important aspects of a discipline.
All organizations are challenged
to assert their leadership roles and support teachers of mathematics
to grow professionally and to achieve greater recognition as respected
professionals. The increased status of mathematics educators will
influence new candidates to select teaching as a rewarding lifetime
career. Above all, teachers must be recognized as the professionals
they are.
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