Vary the intensity of pedagogical scaffolding along three dimensions—grouping, structure, and language—with the same rigorous prompt.
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.
Many students have a dominant part-whole conception of fractions. We examine why this is problematic and explore strategies to move students beyond this limitation.
One-straight-cut activities engage middle-school students in learning about symmetry and geometric transformations.
This task sequence for adding and subtracting like terms—grounded in the concepts of equivalence and algebra as generalized arithmetic—helps students see connections between concepts and procedures in algebra.
An online activity provides instructional strategies that can help students engage in mathematical modeling and autonomous learning.
Author:
What brings you joy in the teaching and learning of mathematics?
The authors provide context regarding cross-cultural mathematics teaching and learning.
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.
Author:
The author shares an experience she had as a mathematics learner, which became the catalyst for her work as a mathematics education researcher. She discusses the issues that Black girls face in our math classrooms and offers potential solutions for partnering with Black girls.
Author:
Math mentors, challenging math problems, and empowered students are crucial for math growth in both students and educators.
Boaler’s article from NCTM legacy journal Mathematics Teaching in the Middle School shows how teachers can shift their practices to develop a growth mindset for themselves and their students.
MTLT acknowledges the authors who contributed in 2023.
MTLT acknowledges the reviewers who contributed in 2023.
Author:
Modeling exponential growth with crochet.
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
Delise Andrews, Lincoln Public Schools, Lincoln, Nebraska
Suz B. Antink, Palo Alto Unified School District (retired), Palo Alto, California
Jennifer Bay-Williams, University of Louisville, Louisville, Kentucky
David Custer, Decatur High School, Decatur, Georgia
Clayton Edwards, Grundy Center Middle School, Iowa
Christa Jackson, Saint Louis University, Saint Louis, Missouri
Sherri Martinie, Kansas State University, Manhattan, Kansas
Beth MacDonald, Illinois State University, Normal, Illinois
Rebecca Robichaux-Davis, Mississippi State University, Starkville, Mississippi
Ksenija Simic-Muller, Pacific Lutheran University, Tacoma, Washington
James (Chris) Willingham, James Madison University, Harrisonburg, Virginia
Department Editors
Karla Bandemer, Lincoln Public Schools, Lincoln, Nebraska
Nicole Berg, Nebo School District, Spanish Fork, Utah
Michelle Chamberlin, University of Wyoming, Laramie, Wyoming
Wendy Cleaves, Quabbin Regional School District, Westminster, Massachusetts
Siddhi Desai, Fairleigh Dickinson University, Teaneck, New Jersey
Candies Cook, Oxford School District, Oxford, Mississippi
Natasha Gerstenschlager, Western Kentucky University, Bowling Green, Kentucky
Jennifer Gonzales, Northside Independent School District, San Antonio, Texas
Chris Harrow, Hawken School, Gates Mills, Ohio
Megan Holmstrom, Independent Consultant, Whitmore Lake, Michigan
Justin Johns, International School of Latvia, Babites, Latvia
Hyunyi Jung, University of Florida, Gainesville, Florida
Katherine Marin, University of Louisville, Louisville, Kentucky
Monica McLeod, Wayne State University, Detroit, Michigan
Enrique Ortiz, University of Central Florida, Orlando, Florida
Robert Powers, University of Northern Colorado, Greeley, Colorado
Samuel Rhodes, Georgia Southern University, Statesboro, Georgia
Dan Siebert, Brigham Young University, Provo, Utah
Zachary Sweet, Hyde Park Academy, Chicago, Illinois
Tiffany Thibodeau, Independent Writer, Worthington, Massachusetts
Sophia Wood, Silvies River Charter School, Salem, Oregon
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
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 Special Issue
Submission Deadline: Now Extended to January 15, 2024!
Publication Date: October 2024
Effective actions move students forward. Effective teachers gain traction over time with real change in mathematics classrooms. Principles to Actions: Ensuring Mathematical Success for All calls for real change within classrooms and school structures. Help us honor the 10th anniversary of this landmark publication by enriching the teaching community with your experience!
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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