The February issue of Mathematics Teacher: Learning and Teaching PK-12 (MTLT), the new practitioner journal from the National Council of Teachers of Mathematics (NCTM), offers concrete ways to give students equitable access to mathematics.
In Justification as an Equity Practice, Kristen N. Bieda, Associate Professor of Teacher Education and Mathematics Education, Michigan State University, East Lansing, and Megan Staples, Associate Professor of Mathematics Education, Neag School of Education, University of Connecticut, Storrs, discuss how the essential mathematical practice, justification, can promote access and agency at any grade level. In the paper, the authors use two vignettes, which are adaptable based on grade band, to convey these concepts to students.
“Justification is a powerful mathematics practice and this article shows that power is a justification and that teachers can take up some of these ideas and apply them to their classrooms,” says Staples.
In the article, “Is This Vending Machine FUNCTIONing Correctly, Jennifer Lovett, Assistant Professor of Mathematics Education, Middle Tennessee State University, Murfreesboro, and co-authors use real-world contexts to support students’ development of conceptual understandings of the function concept.
Other articles of interest in this issue include:
Using Models to Build Fraction Understanding
Tiering Instruction for Seventh-Grade Students
Developing Statistical Modeling with Paper Helicopters
Selecting GeoGebra Applets for Learning Goals
The new journal 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 are excited to share the inaugural issue of Mathematics Teacher: Learning and Teaching PK-12,” said NCTM President Robert Berry. “We have heard from our members that focusing on practical, real world and timely content is helpful. Including classroom educators, as well as those preparing our future math teacher provides a new depth and breadth to this publication.”
NCTM encourages those interested contributing to the publication to review the writing guidelines. Visit the following links to learn more https://www.nctm.org/mtlt/.