By focusing on the use of language that inspires, mathematics teachers can foster student agency and invite every student to be a member of the mathematics community.
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.
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.
In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.
This article provides actionable steps and tools for teachers to use to promote student discourse while teaching multiplication fact strategies.
Codable robots can be used in mathematics class to help middle school students realize a purpose for what they have been learning.
These teaching techniques promote students’ reasoning about connections between 2D and 3D perspectives.
These strategies for teachers promote this necessary but challenging condition of high‐quality discourse, especially when a student shares an unanticipated conjecture.
Struggling students engage in a scaffolded series of problems and learning experiences that provide access to grade-level content.
Excerpts from discussion threads on the online MyNCTM community
After reviewing the positive and negative impacts of past frameworks, new curricula, instructional methods, and assessment strategies, the author makes recommendations for the next mathematics education movement.
Problems to Ponder provides 28 varied, classroom-ready mathematics problems that collectively span PK–12, arranged in order of grade level. Answers to the problems are available online.
This poem starts with the question in the trunk of the tree, where we imagine that we are deciding to do or not to do something. Each level represents steps in making the decision, with the top indicating a resolution in the future. Phrases wander and change direction, leading to different results. How many paths to a resolution do you see?
Ear to the Ground features voices from various corners of the mathematics education world.
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
Wendy Bray, Florida State University, Tallahassee
Roger Day, Illinois State University, Normal
Clayton Edwards, Grundy Center Middle School, Iowa
Randall Groth, Salisbury University, Salisbury, Maryland
Alison Langsdorf, Weston Public Schools, Wayland, Massachusetts
Sandra Madden, University Of Massachusetts–Amherst, Amherst
Cathy Martin, Denver Public Schools, Denver, Colorado
Rebecca Robichaux-Davis, Mississippi State University, Starkville
Aaron Rumack, The College Board, Chicago, Illinois
Department Editors
Lisa Bejarano, Harrison School District, Manitou Springs, Colorado
Matt Enlow, Dana Hall School, Wellesley, Massachusetts
Josh Hertel, University Of Wisconsin La Crosse, La Crosse, Wisconsin
Megan Holstrom, Independent Consultant, Whitmore Lake, Michigan
Steve Ingrassia, Newbury Local Schools, Newbury, Ohio
Susie Katt, Lincoln Public Schools, Lincoln, Nebraska
Megan Korponic, Denver Public Schools, Denver, Colorado
Cheng-Yao Lin, Southern Illinois University Carbondale, Carbondale, Illinois
Kelly Hagan Mccormack, Wayland Middle School, Wayland, Massachusetts
Wayne Nirode, Miami University, Miami, Florida
Asli Özgün-Koca, Wayne State University, Detroit, Michigan
Molly Rawding, Fiske Elementary School, Lexington, Massachusetts
Erik Tillema, Indiana University, Indianapolis, Indiana
Journals Staff
Stephanie Dean, Managing Editor
Mary E. Donovan, Editorial Coordinator
Eleanore Tapscott, Director Of Publications
Scott Rodgerson, Art Director
Tristan Coffelt, Sr. Copy & Production Editor
Luanne Flom, Copy & Production Editor
Christine A. Noddin, Publications Coordinator
Contact the editorial staff publications@nctm.org
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.
MTLT features three types of articles:
Front and Center article: Submissions should be 3500 to 5000 words and must touch on a topic that spans pre-K–12. When submitting, choose the Manuscript Type category “All grades PK–12.” This article should try to appeal to the wide range of MTLT readers.
Feature article (grade-band specific): Submissions should be 3000 to 3500 words and focus on a narrow grade band (PK–2, 3–5, 6–8, 9–10, 11–12). When submitting, choose the grade-band category that fits your article.
Focus article (grade-band specific): Submissions should be 1000 to 1500 words and focus, as well, on a narrow grade band (PK–2, 3–5, 6–8, 9–10, 11–12). This tier allows authors to share a single, well-developed idea. When submitting, choose the grade-band category that fits your article.
Submit to Departments
Writing for a department is a great way to begin writing for our profession. Department articles are often drawn from your daily interactions with students. If it is of interest to you and your students, it is likely to also be of interest to MTLT readers. The departments described below offer opportunities for you to share your problems and ideas.
Editorial:
An editorial allows readers to raise a significant issue or advocate a point of view about some aspect of teaching or learning mathematics. It can involve a narrow grade band or address a topic of interest to pre-K–12 educators.
Subject matter could include such topics as curriculum, pedagogy, assessment, mathematics teacher education, educational philosophy, research implementation, structure of the educational system, special teacher needs, or special student needs.
Word count: 1000 - 1500.
Letters to the Editor:
Readers are invited to respond to an article or department that is featured in MTLT.
Word count per letter: 250.
Problems to Ponder:
Readers are asked to submit individual problems or groups of problems (and answers only, not solution strategies) that are grade-band specific, much like those that appeared in TCM’s Math by the Month, MTMS’s Palette of Problems, and MT’s Calendar).
When submitting, click on specific grade band(s).
Growing Problem Solvers (GPS):
Send in your rich task or tasks that can potentially span four points along the pre-K–12 learning trajectory (elementary, intermediate, junior high, and high school) and can elicit higher-order thinking.
Each task should be a low-floor/high-ceiling task with multiple entry points, allowing for a variety of solution strategies and reaching many different learners. A teacher page will explore the math and potential instructional strategies.
If you have used a rich task in your classroom and have had to extend it, contribute to this discussion. No solutions will be provided.
Word count: 1000 (Teacher page 500 words, each task 250 words).
For the Love of Mathematics:
The last page of the journal will be visual and fun, engaging, and inspiring. This reader-driven department is intended for the teacher, rather than for direct use with students.
Items sent to the editor may include a photograph, combined with a funny or engaging mathematical question; an original cartoon that is humorous or reflective; a puzzle; Math Circle prompts; a poem or vignette; original artwork; or general celebratory items, such as Pi Day or Metric Week. Submission of student work within these guidelines is also welcome. How do you show your love of mathematics?
Word count: 350.
Ear to the Ground
Ear to the Ground features voices working in various corners of the mathematics education world. Readers hear from book authors, conference presenters, bloggers, and others and get accompanying digital enhancements to keep up-to-date on current happenings in mathematics education. Contributors are invited by the editors.
Where to Submit
All submissions to MTLT must be made to the ScholarOne: MTLT submission site. Limit your article or submission to the TOTAL word count listed above, including references and figures, where applicable. You are encouraged to include such digital components as a video clip, audio file, Livescribe™ file, SMART Board™ file, or other form of multimedia to enhance the submission. Authors are encouraged to use applications and software in their articles, however, such use does not imply NCTM endorsement of any product or developer.
Resources
Photographer Copyright Release
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.
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