May Issue of NCTM’s New Journal Highlights Language’s Role in Effective Teaching Practices

April 23, 2020

May Issue of NCTM’s New Journal Highlights Language’s Role in Effective Teaching Practices



Contact: Christine Noddin, 703.620.9840,


RESTON —April 15, 2020—The May issue of Mathematics Teacher: Learning and Teaching PK–12 (MTLT), the new practitioner journal from the National Council of Teachers of Mathematics (NCTM), features useful articles for every grade level, with topics that can be put into practice immediately in your classroom.


In What’s in a Name? Language Use as a Mirror into Your Teaching Practice, Tracy E. Dobie, an assistant professor of mathematics education at the University of Utah, and Miriam Gamoran Sherin, a professor of learning sciences in the School of Education and Social Policy and Associate Provost for Undergraduate Education at Northwestern University, suggest three distinct actions and questions to consider for reflecting on and building your lexicon.


“We became really fascinated by the value that language can hold and communicate, and it really motivated us to think about the role of language in our own teaching. We hope that this article encourages you to engage in a similar reflection, perhaps get together with your colleagues to learn from one another, and to discuss the language that is important to you in describing your practices of mathematics teaching,” says Dobie.


“Investigating Using Lesson Study” offers tips on fraction division that are based on the authors’ participation in a four-stage lesson study cycle. The article is by Scott Corwin, a middle school mathematics teacher at Edna Brewer Middle School in Oakland, California; Michelle Cascio, a high school mathematics teacher at Civicorps in Oakland, California; Katherine Emerson, a researcher at Indiana University in Bloomington; Laura Henn, a former member of the Lesson Study Group at Mills College in Oakland; and Catherine Lewis, a researcher who specializes in lesson study and teaching through problem solving in mathematics at Mills College.


"Working on the article allowed me to process our department's work on the lesson study from a different perspective. As teachers, we do not often get this critical reflection time," says Corwin.


May’s Ear to the Ground department, PD For Your Earbuds: Making a Math Moments That Matter Podcast, is by Jon Orr, a mathematics teacher at John McGregor Secondary School in the Lambton-Kent District School Board in Ontario, Canada; and Kyle Pearce, a K–12 Mathematics Consultant with the Greater Essex County District School Board in Ontario, Canada. The article describes a weekly podcast that aims to help teachers discover how they can plan and deliver mathematically rich lessons that students will not only love but will also learn from.


Other articles of interest in this issue include these:

-Let’s Hit the Target! by Azita Manouchehri, Ayse Ozturk, and Azin Sanjari

-Conditional Reasoning Online with Mastermind by Sean P. Yee, George J. Roy and LuAnn Graul

-Productive Struggle in Action by Katherine Baker, Naomi A. Jessup, Vicki R. Jacobs, Susan B. Empson

and Joan Case

-Seeing Algebraic Structure: The Rubik’s Cube by Amanda Milewski and Daniel Frohardt

-Escape Room Math: Luna’s Lines by Micah S. Stohlmann

-Revitalizing and Repurposing Conventional Word Problems by Jennifer A. Czocher, Diana L. Moss and Luz A. Maldonado

-Supporting Probability Understanding through Area Models by LouAnn H. Lovin

-Mathematizing Multilevel Marketing by Aline Abassian and Farshid Saf


NCTM encourages those interested in contributing to the publication to review the writing guidelines.




The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for each and every student through vision, leadership, professional development and research. With 40,000 members and more than 200 Affiliates, it is the world’s largest organization dedicated to improving mathematics education in prekindergarten through grade 12. NCTM is dedicated to ongoing dialogue and constructive discussion with all stakeholders about what is best for students and envisions a world where everyone is enthused about mathematics, sees the value and beauty of mathematics, and is empowered by the opportunities mathematics affords.