Mathematics Teacher: Learning and Teaching PK-12

MTLT reflects the current practices of mathematics education, as well as maintaining a knowledge base of practice and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with peer-reviewed and invited articles.

 

Author: Brandie E. Waid

In this article, the author discusses strategies for creating more equitable K–12 mathematics experiences for LGBTQ+ students. Strategies range from engaging in self-education, creating LGBTQ+ inclusive classroom spaces, and adopting LGBTQ+ inclusive curriculum and queer pedagogy. The importance of considering school context while engaging in this work is also discussed.

Author: Sam Rhodes

Teachers can use the SCAMPER framework to help students understand and appreciate rich mathematical connections in topics such as functions. The framework facilitates critical and creative thinking by allowing students to explore concepts through open mathematics.

Excerpts from discussion threads on the online MyNCTM community

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

Song parodies are a fun way to engage others with mathematical topics. The challenge, of course, is finding a song and lyrics that fit just right. While teaching together in Honolulu, we stumbled across a popular song that turned out to be a math parody in disguise! You will notice that we have not changed the words, just how the words were displayed. You might want to try singing this yourself or sing along with the YouTube version: https://youtu.be/d1mqNdZ0obA. What do you notice? What do you wonder?

Welcome to Mathematics Teacher: Learning and Teaching PK-12, NCTM’s new journal that reflects the current practices of mathematics education, as well as maintains a knowledge base of practice and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with peer-reviewed and invited articles. MTLT is published monthly. Contact: mtlt@nctm.org

Editorial Board

Editor-In-Chief

Angela T. Barlow, University Of Central Arkansas, Conway

Associate Editors

Thomasenia Lott Adams, University Of Florida, Gainesville

Rick Anderson, Eastern Illinois University, Charleston

Amanda Cullen, Illinois State University, Normal

Roger Day, Illinois State University, Normal

Clayton Edwards, Grundy Center Middle School, Iowa

Alison Langsdorf, Weston Public Schools, Wayland, Massachusetts

Travis Lemon, American Fork Junior High, American Fork, Utah

Sandra Madden, University Of Massachusetts–Amherst, Amherst

Cathy Martin, Denver Public Schools, Denver, Colorado

Rebecca Robichaux-Davis, Mississippi State University, Starkville

Ruthmae Sears, University of South Florida, Tampa

Department Editors

Lisa Bejarano, Harrison School District, Manitou Springs, Colorado

Nicole Berg, Nebo School District, Spanish Fork, Utah

Marian Dingle, Briar Vista Elementary, Decatur, Georgia

Karen Fonkert, Charleston Southern University, Charleston, South Carolina

Aviva Hamavid, Metro Nashville Public Schools, Nashville, Tennessee

Josh Hertel, University Of Wisconsin La Crosse, La Crosse, Wisconsin

Megan Holstrom, Independent Consultant, Whitmore Lake, Michigan

Steve Ingrassia, Newbury Local Schools, Newbury, Ohio

Crystal Kalinec-Craig, University of Texas at San Antonio

Megan Korponic, Denver Public Schools, Denver, Colorado

Cheng-Yao Lin, Southern Illinois University Carbondale, Carbondale, Illinois

Kelly Hagan Mccormack, Wayland Middle School, Wayland, Massachusetts

Asli Özgün-Koca, Wayne State University, Detroit, Michigan

Molly Rawding, Fiske Elementary School, Lexington, Massachusetts

Gabriel Ward, Hacienda La Puente Unified School DIstrict, Los Angeles, California

Robin Ward, Rice University, Houston, Texas

Jennifer A. Wolfe, University of Arizona, Tuscon

Journals Staff

Stephanie Dean, Managing Editor

Mary E. Donovan, Editorial Coordinator

Eleanore Tapscott, Director Of Publications

Scott Rodgerson, Art Director

Tristan Coffelt, Production Manager

Luanne Flom, Copy & Production Editor

Christine A. Noddin, Publications Coordinator

 

Contact the editorial staff publications@nctm.org

To submit a manuscript

To subscribe

Call for Papers: Special Issue on Digital Equity and the Digital Divide 

Submission Deadline: January 1, 2021

Targeted Publication Date: October 2021 

The Editorial Board of Mathematics Teacher: Learning and Teaching PK–12 (MTLT) invites submission of manuscripts that address digital equity in mathematics classrooms to be considered for publication in a special issue of MTLT.

Download the Call for Papers: Special Issue (PDF).  

 

 

Call for Papers: Front & Center Articles

Do you have an instructional strategy that you use in your mathematics classroom that could be helpful for teachers in other grade bands within the PK-12 spectrum? Are you a mathematics teacher thinking about the vertical alignment of mathematics being taught across the grade bands? If you answered yes to either of these questions, please consider submitting a Front & Center article to NCTM’s new journal Mathematics Teacher: Learning & Teaching PK–12 (MTLT).


Download the Call for Papers (PDF). 

 

 

 

Call for Papers: Focus Articles

Has a particular math activity or online resource improved student learning in your classroom? Do you want to share a successful learning exercise with other teachers but don’t have the time or the experience writing for a journal? Consider a Focus article in MTLT PK–12!

Download the Call for Focus Articles (PDF).  

 

 

You’ve Got Stories: Now It’s Time to Write!
Angela Barlow, Thomasenia Lott Adams, Rick Anderson, Roger Day, Clayton Edwards, Alison Langsdorf, Sandra Madden, and Rebecca Robichaux-Davis

This presentation shows teachers, particularly those new to writing, how to approach writing for a journal such as MTLT by breaking down the process and removing the mystery. Learn how to get feedback on your ideas for an article, how to take that idea and shape it into an outline, and how to approach the actual writing process. Hear tips on how to manage the writing process, and they reviewed the steps involved with the submission and review of an article.

 

 

Welcome, MTLT author! 

 

Thank you for your interest in Mathematics Teacher: Learning and Teaching PK12 (MTLT), NCTM’s new digital-first practitioner journal offering useful and classroom-ready content for the elementary, middle, and high school grade bands as well as critical information on subjects across the PK–12 spectrum. If you’re a classroom teacher of PK–12 mathematics, we invite you to submit to MTLT. By publishing in the journal, you will have a long-term impact on other teachers and their students through your teaching success stories. MTLT is practitioner journal by and for PK–12 mathematics teachers!

 

We realize that classroom teachers have little time to navigate the complexities of creating, submitting, and revising a journal manuscript. To support teachers during the writing process, we have developed an Author Toolkit. The Author Toolkit is a downloadable PDF file that serves as MTLT’s submission guidelines and offers comprehensive additional support for new writers.

 

The Author Toolkit defines what we mean by digital first, describes manuscript types that the journal publishes, provides instructions on preparing and submitting a manuscript, and, finally, details the steps of peer review and the postacceptance workflow.

 

If you are considering submitting a manuscript to MTLT, we encourage you to review the MTLT Author Toolkit.

 


 

Other Resources 

 

You’ve Got Stories: Now It’s Time to Write!  

This presentation shows teachers, particularly those new to writing, how to approach writing for a journal such as MTLT by breaking down the process and removing the mystery. Learn how to get feedback on your ideas for an article, how to take that idea and shape it into an outline, and how to approach the actual writing process. Hear tips on how to manage the writing process, and they reviewed the steps involved with the submission and review of an article.

 

Navigating the MTLT submissions site is simple. Follow the 5 easy steps outlined in this video.

Release Form for Use of Student’s Image or Written Work (parental consent form) [English] [Spanish]

Release Form for Video and/or Photographs (Adult) [English] [Spanish]

Photographer Copyright Release [English] [Spanish]

 

The Mathematics Teacher: Learning and Teaching PK-12 is available to individuals as part of an NCTM membership or may be accessible through an institutional subscription.

The Mathematics Teacher: Learning and Teaching PK-12 (MTLT), an official journal of the National Council of Teachers of Mathematics (NCTM), reflects the current practices of mathematics education, as well as maintaining a knowledge base of practice and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with peer-reviewed and invited articles.

MTLT is published twelve times a year and presents a variety of viewpoints. Learn more about MTLT.