OCTM Mission Statement

The Mission of OCTM: The Oklahoma Council Teachers of Mathematics advocates for high-quality mathematics teaching and learning for every student in Oklahoma by supporting educators in their efforts to improve the learning of mathematics.

OCTM Strategic Framework

  • Teaching and Learning. OCTM provides guidance and resources for the implementation of research-informed and high-quality teaching that supports the learning of each and every Oklahoma student within equitable environments.
  • Access, Equity, and Empowerment. OCTM advances a culture of equity where each and every Oklahoman has access to high-quality teaching empowered by the opportunities mathematics affords.
  • Building Member Value. OCTM provides community and resources to engage and listen to members in order to improve the teaching and learning of mathematics in Oklahoma.
  • Advocacy. OCTM engages in advocacy to focus, raise awareness, and influence decision-makers and the public on issues concerning high-quality mathematics teaching and learning in Oklahoma. 

Upcoming events

Calls for Manuscripts 

Oklahoma Journal of School Mathematics 

Please submit here 

OCTM Statement of Beliefs

As a professional organization for Oklahoma teachers of mathematics in grades PreK–20, the Oklahoma Council of Teachers of Mathematics (OCTM) provides broad leadership in matters related to mathematics education in the state of Oklahoma.
OCTM played a key role in the development of the Oklahoma Academic Standards for school mathematics that address content, teaching, and assessment. These standards are guidelines for teachers, schools, and districts to use in planning, implementing, and evaluating high-quality mathematics programs for prekindergarten through Algebra 2.
OCTM holds the following core beliefs about students, teaching, learning, and mathematics.

  • Every Oklahoma student deserves an excellent program of instruction in mathematics that challenges them to achieve at the high level required for productive citizenship and employment.
  • Every Oklahoma student must be taught by qualified teachers who have a sound knowledge of mathematics and how children learn mathematics and who also hold high expectations for themselves and their students.
  • Each Oklahoma school district must develop a complete and coherent mathematics curriculum that focuses, at every grade level, on the development of numerical, algebraic, geometric, and statistical concepts and skills that enable all students to formulate, analyze, and solve problems proficiently. Teachers at every grade level should understand how the mathematics they teach fits into the development of these strands.
  • Computational skills and number concepts are essential components of the mathematics curriculum, and a knowledge of estimation and mental computation are more important than ever. By the end of the middle grades, Oklahoma students should have a solid foundation in number, algebra, geometry, measurement, and statistics.
  • Oklahoma teachers guide the learning process in their classrooms and manage the classroom environment through a variety of instructional approaches directly tied to the mathematics content and to students' needs.

  • Learning mathematics is maximized when Oklahoma teachers focus on mathematical thinking and reasoning. Progressively more formal reasoning and mathematical proof should be integrated into the mathematics program as a student continues in school.
  • Learning mathematics is enhanced when content is placed in context and is connected to other subject areas and when Oklahoma’s students are given multiple opportunities to apply mathematics in meaningful ways as part of the learning process.
  • The widespread impact of technology on nearly every aspect of our lives requires changes in the content and nature of Oklahoma’s school mathematics programs. In keeping with these changes, students should be able to use calculators and computers to investigate mathematical concepts and increase their mathematical understanding.
  • Oklahoma students use diverse strategies and different algorithms to solve problems, and teachers must recognize and take advantage of these alternative approaches to help students develop a better understanding of mathematics.
  • The assessment of mathematical understanding of Oklahoma students must be aligned with the content taught and must incorporate multiple sources of information, including standardized tests, quizzes, observations, performance tasks, and mathematical investigations.
  • The improvement of mathematics teaching and learning should be guided by ongoing research and by ongoing assessment of Oklahoma school mathematics programs.

Changing mathematics programs in ways that reflect these beliefs requires collaborative efforts and ongoing discussions among all the stakeholders in the process. OCTM stands ready to work with all those who care about improving mathematics education for all Oklahoma students. Through such dialogue and cooperative efforts, we can improve the mathematical competence of the students in mathematics classes across our state.

© Oklahoma Council of Teachers of Mathematics

Attention Cindy Johnson     2400 West Broadway Collinsville, Oklahoma 74021 

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