Portrayals in popular media offer ways to convey images of the mathematics field as both beautiful and powerful
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.
A version of math workshop centrally positions students to inquire mathematically.
The planful use of boardspace can help move the structure and regularity to the visual realm and make it more readily perceivable by students.
When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.
Challenging to learn, proof can be equally challenging to teach. Insights gleaned about students’ conceptions of proof from 10 high school students who completed four proof-related tasks during one-on-one interviews led to a few instructional takeaways for teachers.
Teachers from two countries designed a model-eliciting activity about the global issue of wind energy. They share teaching and student outcomes from a cross-border engagement in the task with students from Indonesia and the United States through synchronous video conference.
A series of activities uses media coverage of a natural disaster to develop quantitative literacy.
A quadratic equation was the basis for activities involving both concrete and technological representations.
Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the 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, the authors of problems will be acknowledged.
Growing Problem Solvers offers 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.
Ear to the Ground features voices from various corners of the mathematics education world.
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
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 mtlt@nctm.org
How to Assign Problems (in Problems to Ponder) to Google Classroom
MTLT: A Practitioner Journal by Teachers, for Teachers
An article for MTLT = A Classroom Lesson + Assessment of that Lesson on Student Learning.
Download the Call for Papers (PDF).
Call for Papers: What Do You Notice? What Do You Wonder?
How have you inspired your students to notice and wonder about the beauty of mathematics? Share your novel classroom approaches to student learning in NCTM's digital-first member journal, Mathematics Teacher: Learning & Teaching PK–12 (MTLT).
Download the Call for Papers (PDF).
Call for Papers: All PK–12 Teachers
Mathematics Teacher: Learning & Teaching PK–12 (MTLT) seeks manuscript submissions from PK–12 teachers with classroom success stories. MTLT is a teacher-focused practicioner journal that spans the primary and secondary spectrums. Whether you are a teacher of students in PK–grade 12 or a mathematics educator, we think you have something to say.
Download the Call for Papers (PDF).
Call for Papers: Special Issue on Digital Equity and the Digital Divide
Submission Deadline: EXTENDED THROUGH FEBRUARY 28, 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 PK–12 (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.
- Download the MTLT Author Toolkit (~46 mb)
- Download the Table of Contents (115 kb)
Other Resources
New MTLT Department, "Teaching Is a Journey", Debuts in 2021
In January 2021, Mathematics Teacher: Learning and Teaching PK–12 (MTLT) will launch a new monthly department—by teachers, for teachers—entitled Teaching Is a Journey. This department provides a space for teachers to connect with other teachers through their stories to lend personal and professional support.
Potential topics include, but are not limited to, these questions:
- What led you to the profession of teaching mathematics, and how have you developed in the profession?
- How have you come to incorporate effective teaching practices into your work?
- What difficulties have presented themselves?
- How have you perservered through challenges?
- What is your story with respect to realizing the vision of more and better mathematics for each and every student?
- Vulnerability is a component of our collective work. In what ways does vulnerability affect your professional trajectory? How do you practive self-care and care of colleagues?
- What strategies do you have for support within your professional learning community?
Whether you are a teacher of students in PK–grade 12 or a mathematics educator, we think you have a story to tell. Have a question? Contact us at mtlt@nctm.org.
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.
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.
© 2021 National Council of Teachers of Mathematics (NCTM)
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