How do you increase mathematical learning in your students? The September issue of MTLT offers opportunities to do just that, from a mathematical version of Universal Design for Learning, to “math walks,” popular games of chance, and digital manipulatives. Read the latest issue here!
The editors of Disrupting Injustices: Mathematics Educators in Critical Moments invite you to complete an “Intent to Submit a Chapter” form for this book that highlights critical moments individual teachers have faced by describing instances when mathematics teachers (un)intentionally create more just and equitable classrooms or schools. Read about it here.
Activity Gems for the 9–12 Classroom contains a set of lessons from NCTM’s Navigations series, with particular emphasis on the Mathematics Teaching Practices found in NCTM’s Principles to Actions: Ensuring Mathematical Success for All. Teachers in the 9–12 classroom can use these lessons to help their students build on the foundation of their earlier education, expand their mathematical thinking into new areas, and advance in understanding and confidence.
MTLT introduces a new article type, Exploring Mathematics, for teachers who are interested in exploring new mathematical ideas or old ideas with a new twist. Read the announcement here!
The Journal for Research in Mathematics Education (JRME) is shifting to digital-only beginning with the January 2022 issue. This transition aligns with many of NCTM's newest initiatives to meet educators' and researchers' ever-evolving needs. Visit nctm.org/digital-first for more information.
Mathematics Teacher: Learning and Teaching PK-12
Mathematics Teacher Educator
Journal for Research in Mathematics Education
Principles to Actions: Ensuring Mathematical Success for All
The Impact of Identity in K-8 Mathematics: Rethinking Equity Practices
Humanizing Disability in Mathematics Education: Forging New Paths