Teachers will inevitably encounter mathematical problem contexts that suggest mainstream views, incorporate deficit language, or make inequities visible. This project reports on a small intervention in which prospective elementary teachers were asked to rewrite a mathematics problem exercising the cultural competence needed in both daily teaching and the critical examination of curricular documents.
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.
Early childhood practitioners consider practical strategies to innovate mathematics through cultural responsiveness and funds of knowledge.
We challenge traditional models of individual differentiation and share design principles that broaden competence and participation for all students, including those with disabilities.
We used the Footprint problem to engage middle school students in statistical thinking.
Students learn new ways of being good at mathematics by overcoming the fear of being wrong and embracing the challenge and wonder of proposing, refining, and coming to a consensus on mathematical arguments.
Encourage student collaboration in problem solving by altering the who, when, and what of the homework videos you use in flipped lessons.
Students explore equivalent radical expressions using the relationship between area and side lengths of a square.
This article describes how a second-grade teacher used Vasily Kandinsky’s Composition VIII as the springboard to a lesson in data creation and analysis, while also integrating geometry concepts, reading, and writing.
Use Cuisenaire™ Rods to emphasize the column-and-row structure in arrays for meaningful multiplication.
Rigorous assessments might be stripping students of their ability to know before a classroom assessment whether their learning is proficient.
Students explore probability in an open‐ended environment by participating in two activities that employ Monte Carlo simulations.
Students analyze photographs of patterns and determine algebraic representations for the pattern growth.
Excerpts from discussion threads on the online MyNCTM community
This article provides readers with questions to consider as they reflect on the meaning of equity and access in their own setting and ponder possible actions they might take to change the narrative.
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. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, 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.
This article includes an original artwork using geometry. Art such as this can foster understanding and appreciation of fundamental concepts across fields.
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
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
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
Aaron Rumack, The College Board, Chicago, Illinois
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
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.
MTLT features three types of articles:
Front and Center article: Front & Center articles have a message that appeals to MTLT readers working with students across all grades, PreK-12. This can be achieved in many ways including, but not limited to, writing on an issue of importance to all schools, providing relevant examples for different grade bands, or reframing the topic for each grade band in different sections of the article. Submissions should not exceed 5,000 words.
Feature article (grade-band specific): The message of a Feature article emphasizes one grade or grade band. Evidence of classroom implementation is expected when appropriate. Submissions should not exceed 3,500 words.
Focus article (grade-band specific): Focus articles share a single, developed idea to be quickly read by the busy teacher. Teaching strategies, learning technologies, or tasks used for a lesson are but a few of the many possibilities. The evidence of classroom implementation will not be the main message of the article. Submissions should not exceed 1,500 words.
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.
Editorials:
Editorials are short articles that comment on issues of significance to mathematical thinking and learning. Authors should present the issue in a clear and constructive way and then add their critique or suggestion(s) on improving or expanding the idea. Alternatively, the author may present both sides of an issue and leave it up to the reader to decide their personal point of view. Successful editorials will leave readers wanting to know more or help engage them in the topic at hand. Authors are encouraged to include in their submission the invitation to continue the discussion on https://my.nctm.org/home (NCTM’s discussion board) and/or Twitter (copy @nctm) and Facebook (tag @NCTM).
Word count: 1000 - 1500.
Letters to the Editor:
Readers are invited to respond substantively to an article or department that is featured in MTLT. A Letter to the Editor should be a brief response to an article, discussing only issues directly relevant to the original article’s content. The response may be supportive or critical in nature. One example would be a Letter that offers an alternative perspective or counterpoint to an article’s main focus.
Readers are encouraged to direct general comments (“I really enjoyed the article by _____”) or personal reflections (“I used the activity mentioned in ____ in my classroom and the children loved it!”) on MTLT articles to https://my.nctm.org/home, the NCTM discussion board. Additionally, the online journal allows users to tweet or post about a specific article on Twitter and Facebook. When tweeting, be sure to tag @nctm and use these hashtags: #MTLTPK12, #MTBoS, #iteachmath, #T2T, #math, #mathed. If posting on Facebook, tag @NCTM.
Word count: up to 250 words.
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 via email to mtlt@nctm.org. As part of your email submission, please also identify the appropriate grade band. Problem to Ponder submissions should not be submitted through ScholarOne.
Growing Problem Solvers (GPS):
Send in your rich task or tasks that can potentially span four points along the pre-K–12 learning trajectory (Grade bands: PK–2, 3–5, 6–8, 9–12) 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: 1500 (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 words.
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 manuscripts for MTLT must be submitted to the ScholarOne: MTLT submission site, with the exception of the Problem to Ponder department (see that section, above, for details). Limit your 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; Geogebra, Desmos, Livescribe™ file(s), or SMART Board™ file(s); 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.
Navigating the MTLT submissions site is simple. Follow the 5 easy steps outlined in this video.
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.
Powered by PubFactory