the national council of teachers of mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. with nearly 90,000 members and 250 affiliates, nctm is the world’s largest organization dedicated to improving mathematics education in grades prekindergarten through grade 12. the council’s “principles and standards for school mathematics” are guidelines for excellence in mathematics education and issue a call for all students to engage in more challenging mathematics. nctm is dedicated to ongoing dialogue and constructive discussion with all stakeholders about what is best for our nation’s students. this item is part of a jstor collection. for terms and use, please refer to our terms and conditions the arithmetic teacher © 1971 national council of teachers of mathematics request permissions

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