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MCTM

Minnesota Council of Teachers of Mathematics

An affiliate of the National Council of Teachers of Mathematics.
The MCTM is an organization of professionals dedicated to promoting the teaching and learning of meaningful mathematics for all students by supporting educators in their efforts to improve mathematics instruction.

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Donation Opportunities:

You can make a difference. Help the MCTM board and MCTM volunteers to support fellow math educators by contributing to either one (or both) of the following.

Ways to Donate:

  • Credit card donations are easy with the On-line Donation Form below. 
  • To mail in your donation, make the check out to ________ and send them to PO Box 130816 Roseville, MN 55113

MCTM Foundation

Donations from educators and others committed to supporting teachers drives the Foundation’s ability to offer the following professional development opportunities. As of Spring 2022, the MCTM Foundation has awarded grants and scholarships to 122 teachers, totaling $44,442.06.

For more information about the MCTM Foundation contact the Foundation Governing Board Chair at Foundation@mctm.org

Funding supports classroom teachers' attendance at MCTM conferences, college coursework and other professional development. 

MCTM and the MCTM Foundation offer 4 different grants or scholarships for teachers:

Spring Conference Financial Support
The Arnie Cutler Scholarship
for Mathematics Course Work for Middle Grades Teachers
MCTM Teacher Incentives Grant
Ross Taylor Mathematics Education and Leadership Scholarship

MCTM Elementary Ongoing Professional Learning Endowment

Donations from educators and others committed to elementary ongoing professional learning allows the MTCM Elementary Ongoing Professional Learning Endowment Committee to provide ongoing professional learning opportunities for Minnesota elementary math teachers. Distributions from the Endowment are granted annually to MCTM to underwrite the development of a Professional Learning Series for K-5 elementary teachers and related instructional coaches, special education, gifted and talented staff, principals, and paraprofessional staff, with teams of teachers encouraged to participate. 

While 6-8 and 9-12 teachers may participate, the focus of any programming is on the K-5 students’ mathematical development. It is recognized that change at the building and district levels require active engagement by its administrators. Programming is highly encouraged to include the participation of such individuals.

Essential Elements of programming supported by the Endowment are to support:

Long-term professional development (over the arc of a school year, if not more than one school year). The fund does not support single event programming.
A focus on how K-5 students develop their mathematical thinking.
Teacher practices in interpreting and nurturing student development of mathematical concepts such as the developmental frameworks and learning trajectories student progress through.
Programming may be topical, e.g., counting principles, place value development, multiplication and division developmental strategies, fractions, geometry, or, with a focus on instructional practices, e.g., questioning techniques, student engagement, and differentiation.
Programming that uses best practices to involve as many teachers as possible around the state, using a range of face-to-face, hybrid, and online learning practices.
Teacher engagement in reflective practices such as interpreting student work samples and/or reflecting on videos of their classroom practice, etc.
Guiding research documents of the National Council of Teachers of Mathematics and related national and international research on students’ mathematical development.
Programming should not privilege or advocate for any commercial curricular materials and does not support direct instruction-based programming.

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