Fostering a culture of professionalism is the work of all stakeholders in a school and can be influenced by participating in self-selected professional development.
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.
Black Womxn in Mathematics Education (BWXME), a professional support network, provides a blueprint for creating a safe space where “iron sharpens iron” with a focus on equity and access in education.
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A school district’s effort to create a unified culture of mathematical excellence through which everyone would know what high-quality instruction should look like and how we would shift our practices to those that aligned with our vision.
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A cross-grade level team participates in lesson study to develop skills in engaging students in deep mathematical thinking and high-level mathematical discourse.
We offer strategies on how to make use of ELLs’ linguistic repertoire and reframe their diverse skills as valuable assets to create more equitable and inclusive learning environments.
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Improving mathematical discourse in high school classrooms through a statewide campaign draws on the images of high-quality instruction promoted in Principles to Actions.
The High School Visions Design Team of the North Carolina Collaborative for Mathematics Learning
How one district redefined its vision, shifted mindsets, built trust, supported teacher development, and addressed inequities through detracking, guided by Principles to Actions.
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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.
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Ear to the Ground features voices from several corners of the mathematics education world.
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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 during MTLT Teacher Talk.
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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 South Alabama, Mobile, Alabama
Associate Editors
Delise Andrews, Lincoln Public Schools, Lincoln, Nebraska
Suz B. Antink, Palo Alto Unified School District (retired), Palo Alto, California
José N. Contreras, Ball State University, Muncie, Indiana
David Custer, Decatur High School, Decatur, Georgia
Clayton Edwards, Grundy Center Middle School, Grundy Center, Iowa
Alyson Lischka, Middle Tennessee State University, Murfreesboro, Tennessee
Sherri Martinie, Kansas State University, Manhattan, Kansas
Beth MacDonald, Illinois State University, Normal, Illinois
Samuel Rhodes, Georgia Southern University, Statesboro, Georgia
Rebecca Robichaux-Davis, Mississippi State University, Starkville, Mississippi
Ksenija Simic-Muller, Pacific Lutheran University, Tacoma, Washington
Department Editors
Karla Bandemer, Lincoln Public Schools, Lincoln, Nebraska
Liza Bondurant, Mississippi State University, Starkville, Mississippi
Michelle Chamberlin, University of Wyoming, Laramie, Wyoming
Candies Cook, University of Mississippi, Oxford, Mississippi
Rita Della Valle, Hillside Public Schools, Hillside, New Jersey
Siddhi Desai, Fairleigh Dickinson University, Teaneck, New Jersey
Natasha Gerstenschlager, Imagine Learning, Scottsdale, Arizona
Jennifer Gonzales, Northside Independent School District, San Antonio, Texas
Chris Harrow, Hawken School, Gates Mills, Ohio
Megan Holmstrom, Independent Consultant, Whitmore Lake, Michigan
Ashley Jairam, Northwestern College of Iowa, Orange City, Iowa
Hyunyi Jung, University of Florida, Gainesville, Florida
Yaomingxin Lu, California State University, Fresno, California
Cathrine Maiorca, Oklahoma State University, Stillwater, Oklahoma
Katherine Marin, University of Louisville, Louisville, Kentucky
Enrique Ortiz, University of Central Florida, Orlando, Florida
Robert Powers, University of Northern Colorado, Greeley, Colorado
Dev Purdasseea, Mauritius Institute of Education, Moka, Mauritius
Kelly Reigle, Union County Public Schools, Monroe, North Carolina
Dan Siebert, Brigham Young University, Provo, Utah
Amy Tanner, Brigham Young University, Provo, Utah
Tiffany Thibodeau, Independent Writer, Worthington, Massachusetts
Arsalan Wares, Valdosta State University, Valdosta, Georgia
Journals Staff
Scott Rodgerson, Director of Publishing and Creative Services
Josh Green, Managing Editor
Sandy Jones, Production Manager
James Sitar, Sustainable Association Solutions, Copy and Production Editor
Stephen Sadler, Editorial Coordinator
Nova Techset Limited, Layout, Design, and Production
Contact the editorial staff mtlt@nctm.org
How to Assign Problems (in Problems to Ponder) to Google Classroom
Call for Special Issue 2025:
The application deadline has been extended to January 15, 2025!
See the call for mansucripts for the 2025 Special Issue here.
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!
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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).
You can find a webinar with this information here.
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.
Welcome, MTLT author!
Thank you for your interest in 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. Our goal with this revised Author Toolkit is to explain the manuscript submission process step by step for interested authors. We do this by defining what we mean by digital first, describing manuscript types that the journal publishes, providing instructions on preparing and submitting a manuscript, and, finally, detailing the steps of peer review and the postacceptance workflow.
Thank you again for your interest in MTLT. We are looking forward to receiving your submission and hope that you are excited about NTCM’s digital-first journal.
Sincerely,
Angela Barlow, PhD
Editor-in-Chief, MTLT
Table of Contents
Submitting Your Manuscript to the ScholarOne Peer Review System
Appendices
Appendix 1. Digital Asset Possibilities for MTLT
Appendix 2. Sample Front-and-Center Article
Appendix 3. Sample Feature Article
Appendix 4. Sample Focus Article
Appendix 5: Sample Exploring Mathematics Article
Appendix 6. Sample Ear to the Ground (Department) Article
Appendix 7. Sample For the Love of Mathematics (Department) Article
Appendix 8: Sample From the Archives (Department) Article
Appendix 9. Sample Growing Problem Solvers (Department) Article
Appendix 10. Sample Problems to Ponder (Department) Article
Appendix 11: Sample Teaching Is a Journey (Department) Article
Appendix 12. MTLT Frequently Asked Questions
Appendix 13. Digital Assets and Figures: Instructions and Technical Specs
Appendix 14. Figure/Multimedia Permission Form—Adult Participants
Appendix 15. (in Spanish) Figure/Multimedia Permission Form-Adult Participants
Appendix 16. Figure/Multimedia Parental Permission Form—Participants <18 Years of Age
Appendix 17. (in Spanish) Figure/Multimedia Parental Permission Form-Participants <18 Years of Age
Appendix 18. Sample Manuscript Submission with Cover Letters
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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