The power of Number Talks and extensions that can build to an equitable Math Talk Classroom
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.
We investigate resources on TeachersPayTeachers and discuss how what is available affects our teaching practices.
This game teaches algebraic generalizations through differentiated play in pairs, small groups, or as a whole class and uses manipulatives to bridge numerical and algebraic thinking.
Teachers can implement a mathematics language routine within in-person/hybrid and remote instructional contexts.
We share two examples of student engagement in visible, mathematical thinking through a Chalk Talk within the four walls of the classroom, as well as the connected spaces of online learning. Five steps for facilitating the Chalk Talk are outlined, with descriptions of teacher moves for each step.
The author alters the definitions of ellipses and hyperbolas by using a line and a point not on the line as the foci, instead of two points. He develops the resulting prototypical diagrams from both synthetic and analytic perspectives, as well as making use of technology.
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.
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, previously discussed by the MTLT Journal Club.
Explore the zero-power rule through the jarring force of a jellyfish.
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
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
James (Chris) Willingham, James Madison University, Harrisonburg, Virginia
Department Editors
Rick Anderson, Eastern Illinois University, Charleston
Nicole Berg, Nebo School District, Spanish Fork, Utah
Michelle Chamberlin, University of Wyoming, Laramie
Wendy Cleaves, Quabbin Regional School District, Westminster, Massachusetts
Karen Fonkert, Charleston Southern University, Charleston, South Carolina
Natasha Gerstenschlager, Western Kentucky University, Bowling Green
Chris Harrow, Hawken School, Gates Mills, Ohio
Megan Holmstrom, Independent Consultant, Whitmore Lake, Michigan
Justin Johns, International School of Latvia, Babītes, Latvia
Crystal Kalinec-Craig, University of Texas at San Antonio
Cathrine Maiorca, California State University Long Beach
Katherine Marin, University of Louisville, Kentucky
Lou Matthews, Urban Teachers, Baltimore, Maryland
Monica McLeod, Wayne State University, Detroit, Michigan
Asli Özgün-Koca, Wayne State University, Detroit, Michigan
Robert Powers, University of Northern Colorado, Greeley
Samuel Rhodes, Georgia Southern University, Statesboro
Farshid Safi, University of Central Florida, Oviedo
Zachary Sweet, Hyde Park Academy High School, Chicago, Illinois
Gabriel Ward, Hacienda La Puente Unified School District, Los Angeles, California
Robin Ward, Rice University, Houston, Texas
Sophia Wood, Silvies River Charter School, Salem, Oregon
Journals Staff
Scott Rodgerson, Director of Publishing and Creative Services
Stephanie Dean, Managing Editor
Sandy Jones, Production Manager
Luanne Flom, Copy and Production Editor
Mary E. Donovan, Publications and Editorial Coordinator
Knowledge Works Global, Layout, Design, and Production
Contact the editorial staff mtlt@nctm.org
How to Assign Problems (in Problems to Ponder) to Google Classroom
Call for Papers:
2024 Collaborative Issue
Submission Deadline: June 1, 2023
Publication Date: May 2024
In a partnership with the National Science Teaching Association's Science and Children, MTLT will explore how to deepen conceptual understandings of mathematics and science through authentic learning expereinces that intertwine mathematics and science in preschool and elementary classrooms.
Questions? Contact mtlteditor@nctm.org
2023 Special Issue: Build It!
Letter of Interest Deadline: February 1, 2023
Publication Date: October 2023
We are seeking your best Build It! tasks in order to “construct” a unique Special Issue — one that is full of engaging tasks that invite students to create, reason, discuss, and connect with the mathematical ideas they are learning.
Questions? Contact mtlteditor@nctm.org
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: 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 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. Whether you're a PK–12 teacher or mathematics educator, 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 MTLT authors 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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Download the MTLT Author Toolkit (~23 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.
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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