Capturing students' own observations before solving a problem propelled a culture of sense making by meeting needs typical of middle school learners.
Mathematics Teaching in the Middle School
Mathematics Teaching in the Middle School (MTMS) made its debut along with TCM in 1994. As an official peer-reviewed NCTM journal, MTMS was intended as a resource for middle school students, teachers, and teacher educators. Its focus was on intuitive, exploratory investigations that used informal reasoning to help students develop a strong conceptual basis leading to greater mathematical abstraction.
Mathematics Teaching in the Middle School
Mathematics Teaching in the Middle School (MTMS) made its debut along with TCM in 1994. As an official peer-reviewed NCTM journal, MTMS was intended as a resource for middle school students, teachers, and teacher educators. Its focus was on intuitive, exploratory investigations that used informal reasoning to help students develop a strong conceptual basis leading to greater mathematical abstraction.
Specific teacher moves and lesson planning can facilitate student empowerment in the middle school classroom.
Three inquiry-based tasks highlight the planning, classroom discourse, positive results, and growth in one class's journey.
Students move from slides, flips, and turns into reasoning about the characteristics of rigid transformations.
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Engage your learners through tasks proven to significantly promote reasoning and problem solving, which touch on many of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These tasks are discussed in this article, another installment in the series.
This article explores three processes involved in attending to evidence of students' thinking, one of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These processes, explored during an activity on proportional relationships, are discussed in this article, another installment in the series.
In April 1994, NCTM published its first issue of Mathematics Teaching in the Middle School (MTMS). NCTM President Mary Lindquist welcomed us to this new publication stating, “A goal of NCTM is to make mathematics accessible to every student. This journal will help us focus on that goal by specifically addressing the needs of students at the middle level.” During the past twenty-five years, we have remained true to her vision of “expanded opportunities to exchange ideas and share approaches for improving mathematics education.”
Students are given a problem to break down rectangles.
Students use a super-hero theme to compare the imperial system to the metric system.
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A monthly set of problems targets a variety of ability levels.
Three seventh graders, working as a small group in their math class, had a conversation about adding and subtracting integers. The students discussed the challenges they faced in the assigned task.
Reviews of current mathematics books and products from NCTM and other publishers.
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My name is Naima Goffney, and I am an eleven-year-old seventh grader at Julius West Middle School. I am taking algebra 1 this year. I wanted to write the Math for Real because in math class I do not always think that what we are learning is related to the real world. At home, my mom shows me all the different ways I am mathematically smart, which makes me want to try harder in school during the “rougher” days. We can use math to know more about how to improve our skills and find the math we learn in school more interesting and more related to our real world as middle schoolers.
Mathematics Teacher: Learning and Teaching PK-12 (MTLT), NCTM's exciting, new journal with a unique point of view—your view as a practicing teacher of mathematics—is seeking submissions. MTLT will offer readers a plethora of relevant articles and enriching, useful departments enhanced with digital content. The journal will span PK-12 and will provide focused, grade-band-specific articles.
Listing of Department Editors and Referees/Reviewers
Mathematics Teaching in the Middle School (MTMS) made its debut along with Teaching Children Mathematics in 1994, when The Arithmetic Teacher ended its 40-year run. As an official peer-reviewed NCTM journal, MTMS was intended as a resource for middle school students, teachers, and teacher educators. The focus of the journal was on intuitive, exploratory investigations that used informal reasoning to help students develop a strong conceptual basis leading to greater mathematical abstraction. MTMS ended publication in May 2019
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