November MTLT Brings LGBTQ+ Inclusivity to “Each and Every” Student

October 13, 2020


Contact: Christine Noddin, 703.620.9840,


RESTON —October 13, 2020— The November issue of Mathematics Teacher: Learning and Teaching PK–12 (MTLT), the new practitioner journal from the National Council of Teachers of Mathematics (NCTM), delivers strategies for supporting LGBTQ+ students in the mathematics classroom and assorted lessons and activities to keep each and every student engaged in high-level mathematics.


Brandie E. Waid, an assistant professor at Drew University in New Jersey, discusses self-education, creating LGBTQ+ inclusive classroom spaces, and adopting LGBTQ+ inclusive curriculum and queer pedagogy strategies in her Front-and-Center article, “Supporting LGBTQ+ Students in K–12 Mathematics.” 


"This article, written for teachers, is also a love letter to queer individuals who have felt the need to hide their identity,” said Waid. “I hope this work inspires teachers to celebrate their queer students’ identities and to communicate that it is not shameful to question assumptions or view the world differently—these are beautiful assets both in life and mathematics."


Doing Mathematics with Spirograph uses a classic toy to present a sequence of advanced mathematics topics to middle school learners. This feature article was written by Rui Kang, a professor at Georgia College and State University; Sheri Johnson, a teacher in the Upper School at the Mount Vernon School, Atlanta, Georgia; and Emily Lambert and Candi Davidson, a fifth-grade teacher and a fifth-grade mathematics teacher, at the Academy for Classical Education in Macon, Georgia. 


“We hope to encourage teachers to enact a hands-on activity that promotes conceptual understanding,” says Kang, “We were encouraged by the students’ thoughtful work and sense of wonder when they used Spirograph® as a physical tool to create interesting images. Extending this work from a concrete activity to an electronic format allows teachers to facilitate meaningful discourse of the underlying mathematics.”


Jennifer L. Pallanck, a mathematics teacher at East Hartford Middle School in Connecticut; Gabriel O. Castro, a ninth-grader mathematics teacher at The Columbus School in Medellin, Colombia; Madelyn W. Colonnese, an assistant professor at the University of North Carolina, Charlotte; and Tutita M. Casa, an associate professor at the University of Connecticut, wrote “Improving Written Mathematical Arguments” as a way to help middle school students create valid mathematical arguments and critique the reasoning of others through talk and writing. 


“We have always recognized the importance of getting students to think beyond the answer,” say Colonnese and Casa. “By having our students imitate the structure of a mathematical argument, we realized that we better understood the depth of our students’ and the class’s understanding. Each and every student had the opportunity to share their voice, opening our eyes to more diverse student perspectives.”


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.