FOR IMMEDIATE RELEASE
Contact: Mary Donovan, 703.620.9840, firstname.lastname@example.org
RESTON —June 21, 2021 —The July issue of Mathematics Teacher: Learning and Teaching PK–12 (MTLT), the widely read practitioner journal from the National Council of Teachers of Mathematics (NCTM), is scheduled to publish on Wednesday, July 7.
In one of July’s dual Front-and-Center articles, authors Jonathan D. Bostic, Brooks Vostal, and Timothy Folger seek to incorporate the Universal Design for Learning (UDL) framework into the thinking through a lesson protocol (TTLP,) creating a “thinking through the universally designed lessons protocol,” or TTULP. The author team “sought to meaningfully connect Universal Design for Learning in a way that others could integrate it into daily math instruction.”
During a yearlong professional development program, the authors share that “a benefit of integrating the TTULP into daily instruction was stronger collaborations across special education and general education math teachers, and better outcomes for students and teachers.” Using video examples, tables, and guidelines in their article, the author team goes through the TTULP concept and breaks it down into smaller sections for readers to dive into.
July’s Teaching Is a Journey Department focuses on Vera Sarina’s new book The Living Tree of Mathematics: Mathematics of Middle School Curriculum through the Lens of History. In her article “How I Ended Up Writing a Book,” Sarina describes what the book-writing process was like for her and how looking at math through a historical lens changed her concepts of curriculum.
In the first installment of the From the Archives Department, former NCTM president Robert Q. Berry III reintroduces Danny Bernard Martin’s 2009 Teaching Children Mathematics article “In My Opinion: Does Race Matter?” Berry said he “was motivated to write this article to bring a critical lens toward discussing race.”
In his introduction, Berry emphasizes how Martin’s article highlighted how Black learners were excluded in the language and policy of mathematics education. Martin’s article also provides a means of understanding this achievement gap and how to close it. Paired with video introductions from both Berry and Martin, these two articles open the new department with a launching pad, as Berry says, “to initiate conversations about race in mathematics teaching and learning.”
Matt Roscoe, author of July’s PK–5 grade band Feature article “Using TileFarm to Support Emerging Multiplication,” introduces readers to new tablet software and how he was able to incorporate it into his own classroom. While using TileFarm, he experienced an influx of student creativity when grappling with conceptualization and multiplication, where some students even “invented” symbols to support themselves. Roscoe provides examples of his own classroom lessons, video examples of the software in action, and guidance for using the software introduced in the article.
NCTM encourages those interested in contributing to the publication to review the writing guidelines.
The National Council of Teachers of Mathematics has served as the public voice of mathematics education for more than 100 years, supporting teachers to ensure equitable mathematics learning of the highest quality for each and every student through vision, leadership, professional development, and research. NCTM is the world’s largest organization dedicated to improving mathematics education in prekindergarten through grade 12. NCTM is committed to ongoing dialogue and constructive discussion with all stakeholders about what is best for students. The organization envisions a world where everyone sees the value, beauty, and joy of mathematics and is empowered by the opportunities mathematics affords.