Using cases from early childhood, elementary, and secondary classrooms, we showcase the work that teachers do to support students in building a collective argument and critiquing an individual’s argument. We identify four areas of work central to teaching students to build and critique mathematical arguments.
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.
Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.
Recognizing the complex nature of students’ geometric reasoning, we present guidelines and suggestions for implementing a Guess My Shape minilesson that focuses students’ attention on properties and attributes of geometric shapes.
The Great Pacific Garbage Patch activity involves an urgent environmental issue that students can discuss. It engages students in the interpretation of visual data, measurements, units, and the area of regular and irregular figures.
CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.
Using technology to explore a rich task, students must reconcile discrepancies between graphical and analytic solutions. Technological reasons for the discrepancies are discussed.
A two-day lesson on taxicab geometry introduces high school students to a unit on proof.
Teachers can use shared story reading with interdisciplinary lessons to simultaneously advance students’ mathematics, literacy, and social-emotional competencies. In this article, we use the book, Two of Everything, to illustrate how this routine can be used in K–2 classrooms.
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 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.
Ear to the Ground features voices from several 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.
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
This piece is a rumination on flow, pattern, and edges/transitions, focusing on polynomials of odd degree and overlaying/underlaying the flow of the graphical structure with a rainbow to suggest the central importance of queer visibility in mathematics.
Announcement
MTLT is currently recruiting for volunteer Department Editors for the From the Archives Department. Read the position description.
Questions? Contact: mtlteditor@nctm.org
Welcome to Mathematics Teacher: Learning and Teaching PK-12, NCTM’s newest 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
Tomika Altman, Wake County Public Schools, Cary, North Carolina
Jennifer Bay-Williams, University of Louisville, Kentucky
Amanda Cullen, Illinois State University, Normal
Clayton Edwards, Grundy Center Middle School, Iowa
Christa Jackson, Saint Louis University, Missouri
Travis Lemon, American Fork Junior High, American Fork, Utah
Rebecca Robichaux-Davis, Mississippi State University, Starkville
Ruthmae Sears, University of South Florida, Tampa
Brandie Waid, The Queer Mathematics Teacher and Radical Pedagogy Institute, New Jersey
James (Chris) Willingham, James Madison University, Harrisonburg, Virginia
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, Tucson
Journals Staff
Scott Rodgerson, Director of Publishing and Creative Services
Stephanie Dean, Managing Editor
Mary E. Donovan, Editorial Coordinator
Tristan Coffelt, Production Manager
Pattie Covert, Senior Art Director
Luanne Flom, Copy & Production Editor
Contact the editorial staff mtlt@nctm.org
How to Assign Problems (in Problems to Ponder) to Google Classroom
Call for Papers, 2022 MTLT Special Issue: Social-Emotional Learning and Mathematics
The 2022 MTLT Special Issue will offer guidance to readers on how teachers can effectively attend to students' social-emotional learning as well as their mathematical proficiency.
Submission Deadline: January 1, 2022
Publication Date: October 2022
Download the Call for Papers (PDF).
MTLT Launches a New Article Type: Exploring Mathematics. Read the New Announcement!
This new article type focuses on mathematics content that appeals to PK–12 teachers and provides a forum for classroom teachers to discuss mathematics. This discussion may be inspired by personal experience, work with students, or classroom investigations and projects.
Download the Exploring Mathematics Announcement (PDF).
Call for Papers: Transitioning to a Postpandemic World
As students return to school after more than an academic year of pandemic-related changes, the question, "how do we support mathematics learning of every student?" remains at the forefront of our work.
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).
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: 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).
How to Turn Your Presentation into an MTLT Article
Angela Barlow
In this video, Editor-in-Chief Angela Barlow discusses how meeting presenters can amplify their message by turning a 'nugget' from their presentation into a submission for Mathematics Teacher: Learning and Teaching PK–12 (MTLT).
Writing for MTLT: Guiding Thoughts for Mathematics Teacher Educators
Mathematics Teacher Educators can be valuable contributors to MTLT: Find out more in this webinar video hosted by AMTE.
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.
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MTLT Launches a New Article Type: Exploring Mathematics. Read the Announcement!
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Download the MTLT Author Toolkit (~46 mb)
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Download the Table of Contents (115 kb)
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Release Form for Use of Student’s Image or Written Work (parental consent form) [English] [Spanish]
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Release Form for Video and/or Photographs (Adult) [English] [Spanish]
Other Resources
How to Turn Your Presentation into an MTLT Article
Angela Barlow
In this video, Editor-in-Chief Angela Barlow discusses how meeting presenters can amplify their message by turning a 'nugget' from their presentation into a submission for Mathematics Teacher: Learning and Teaching PK–12 (MTLT).
Writing for MTLT: Guiding Thoughts for Mathematics Teacher Educators
Mathematics Teacher Educators can be valuable contributors to MTLT: Find out more in this webinar video hosted by AMTE.
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.
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