FOR IMMEDIATE RELEASE
Contact: Christine Noddin, 703.620.9840, firstname.lastname@example.org
RESTON —July 22, 2020—Three articles from Mathematics Teacher: Learning and Teaching PK–12 (MTLT) were recently highlighted in the popular Marshall Memo, a highly influential publication that curates content from various education journals. Two articles were featured in issue 844: “Evaluating Videos for Flipped Instruction,” by Samuel Otten, Wenmin Zhao, Zandra de Araujo, and Milan Sherman; and “Then: The Timing of Algebra 1,” by Zalman Usiskin. Both of these articles, published in MTLT volume 113, issue 6, exemplify the content that MTLT offers to its readers. “From Rules That Expire to Language That Inspires,” the front and center article from MTLT volume 113, issue 7, was included in Marshall Memo 846.
An editorial team curates 60 carefully chosen publications for articles that have the greatest potential to improve teaching, leadership, and learning; and each week 5–10 practical, helpful articles are selected for the memo. The articles are summarized for their key takeaways so that busy teachers and educators can understand the point of the articles in 20 minutes.
“Having three articles included in the Marshall Memo is a significant achievement,” says Angela T. Barlow, Editor-in-Chief of MTLT, “and we are thrilled that our authors and the journal have been recognized in this manner. This recognition signals the value of the journal’s content for readers.”
Authors, and particularly classroom teacher authors, are strongly encouraged to submit to MTLT. Submission and other information about the journal can be found at pubs.nctm.org.
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.