ONE POINT OF VIEW: One Teacher's Point of ViewAuthor(s): DONALD W. HIGHTSource: The Arithmetic Teacher, Vol. 18, No. 3 (MARCH 1971), pp. 135-136Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41186341 .

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ONE POINT OF VIEW

Xn the past decade the NCTM has become outstanding in encouraging and sponsoring meetings at which I can exchange ideas, examine new materials, and learn of new procedures, research, and innovations. Furthermore, from the NCTM, excellent publications providing similar information have become quite numerous, varying in size and price. Recently movies have been pro- duced that teach and inform me of new materials and concepts. Indeed, the NCTM has excelled in speaking to me and providing information and en-

couragement to me. As a professional teacher, I shall always be concerned with the improve-

ment of my own qualifications, but I admit a concern for other factors that affect the quality of education. These factors, generally placed under the broad classification of "professionalism," contribute indirectly but definitely to qual- ity in education; and they cannot be controlled by any individual, even in his own school. In my efforts to improve teacher education programs, gain re- lease time for professional improvement activities, encourage improvement of certification requirements in my state, and ensure proper placement of be- ginning teachers in my school - and in other factors related to the profession and the professional - I need the guidance, encouragement, and support of my professional organization, the National Council of Teachers of Mathe- matics.

Therefore, I stand to praise and thank the NCTM for educating and speak- ing to me; but I urgently appeal to the NCTM to organize the knowledge and resources within itself and speak for me as the national organization of my profession.

For example, a number of years ago the National Council for Accredita- tion of Teacher Education (NCATE) announced intentions to include the guidelines and recommendations of "professional organizations and learned societies" in a new set of Standards for Accreditation of Teacher Education. These guidelines are extremely significant in determining the academic and

March 1971 135

One Teacher's Point of View

DONALD W. HIGHT

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professional preparation of new teachers. Standards presented in the new edition, which makes frequent reference to "guidelines and recommendations of professional organizations" for the preparation of teachers, were optional in September 1970 and mandatory in September 1971.

The absence of NCTM guidelines and recommendations for the prepara- tion of members of our own profession is conspicuous. Certainly NCTM mem- bers have participated in the CUPM, and we cooperated with the AAAS in the formulations of guidelines for the training of teachers at the elementary, secondary, and, recently, junior college level. But it appears insufficient and erroneous to me to entrust to university professors of mathematics, who have made no attempt to establish guidelines for their own segment of the pro- fession, the devising of standards for ours - or to settle for secondary roles rather than a position of leadership.

The accreditation of teachers affects the status of our profession and each individual therein. This is another area in which we need the voice and in- fluence of the NCTM to support us in attempts to maintain and improve the quality of teaching in our own cities and states.

Other areas of professional concern, such as academic freedom, work loads, and teaching conditions, can be treated positively through the board, the committees, and individual members, once the NCTM has established the appropriateness of such concerns and shown a willingness to take a position on these issues. In these areas the NE A and other professional organizations similar to ours can communicate, cooperate, and share responsibilities. What is important to me, as a member of the profession of mathematics teachers, is that I hear the voice and feel the influence of my professional organization in these matters of professionalism.

The past activities of the NCTM have been sufficient for the past; great strides forward have been made by the organization, and outstanding contri- butions have been made by members and leaders. But new attitudes within our profession and new challenges in a new decade require a broadening of concern, responsibility, and influence.

BOXES, SQUARES, AND OTHER THINGS

This unit describes an experience in informal geometry based chiefly on work with construction paper and milk cartons. Developed with the aid of students and teachers. 1969; 96 pp.; $3.50.

Discounts on quantity orders of the same title shipped to one address are as follows: 2-9 copies, 10%; 10 or more copies, 20%. Orders for $5.00 or less must be accompanied by remittance. Shipping and handling charges will be added to all billed orders.

NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS 1201 Sixteenth Street, N.W., Washington, D.C. 20036

136 The A rithmetic Teacher

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