We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
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.
The complexity of understanding unit fractions is often underappreciated in instruction. We introduce a continuum of children's understanding of unit fractions to explore this complexity and to help teachers make sense of children's strategies and recognize milestones in the development of unit-fraction understanding. Suggestions for developing this understanding are provided.
Too often, statistical inference and probability are treated in schools like they are unrelated. In this paper, we describe how we supported students to learn about the role of probability in making inferences with variable data by building models of real world events and using them to simulate repeated samples.
We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Transferring fundamental concepts across contexts is difficult, even when deep similarities exist. This article leverages Desmos-enhanced visualizations to unify conceptual understanding of the behavior of sinusoidal function graphs through envelope curve analogies across Cartesian and polar coordinate systems.
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.
In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.
Dude Perfect has one of the most popular YouTube channels in the United States. An example mathematical activity connected to a Dude Perfect video is described along with the incorporation of assessing and advancing questions.
April 2020 Editorial
The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to mathematical depth in preschool, spiral review in the upper elementary grades, ideas for differentiation in middle school, and projects for high school algebra.
In celebration of NCTM's 100th birthday I'm very pleased to have this opportunity to share this retrospective on two early career events that had a big impact on mathematics education nationally and internationally, and turned out to be surprisingly instrumental in my own professional development.
“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.
This document contains the actual problems for April 2020.
April 2020's GPS department provides tasks for each grade band that invite students to reason with age-appropriate number theoretic concepts.
Sophia Kovalevsky's story
Debate and discussions have often been staples of humanities classrooms. However, as Elham Kazemi states “everything we know about student learning and classroom practice tells us that classroom conversations are crucial to mathematics learning.” Let's explore ways to incorporate short debates into everyday math lessons.
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
Chris Asher, Managing Editor
Mary E. Donovan, Editorial Coordinator
Eleanore Tapscott, Director Of Publications
Scott Rodgerson, Art Director
Aisha Jamil, Sr. Copy & Production Editor
Maryanne Bannon, Luanne Flom, Larry Shea, Copy & Production Editors
Christine A. Noddin, Publications Coordinator
Contact the editorial staff publications@nctm.org
To subscribe
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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