FOR IMMEDIATE RELEASE
Contact: Mary Donovan, 703.620.9840, firstname.lastname@example.org
RESTON —April 19, 2021 —The March issue of Mathematics Teacher: Learning and Teaching PK–12 (MTLT), the widely read practitioner journal from the National Council of Teachers of Mathematics (NCTM), is scheduled to publish on Wednesday, April 7.
April Front-and-Center authors Lara K. Dick, Allison W. McCulloch, and Jennifer N. Lovett have been navigating the world of online learning and teaching for the last year and although “the pandemic has altered the way we use math technologies in our classrooms,” their article “When Students Use Technology Tools, What Are You Noticing?” sheds light on technological learning environments for teachers and students.
Co-author Lara Dick says, “We suggest ways for teachers to notice and learn from how students’ engage with technology as they develop mathematical understanding.” In their article, the authors share a framework for guiding teachers through these new learning environments using videos, apps, and student interaction.
In his 9–12 Focus article, Joshua Jones takes mathematics learning into the real world by giving students “opportunities to grapple with real-life problems and understand the mechanics of their smart technologies.” In a class activity, Jones encourages students to work in small groups to develop flower petal algorithms that they then incorporate with the technology of Google Sheets™.
Jones, a classroom teacher at St. Paul American School in Hanoi, Viet Nam, shares that although “artificial intelligence has yet to be integrated into K–12 classrooms,” his article “Implementing a Machine Learning Algorithm using Geometry” brings math to a new technological level.
The April PK–5 Focus article, “Planning Pitfalls: Lessons for Decision Making,” by Stefanie D. Livers and Victoria Miller Bennett, introduces their Mathematics Lesson Planning Protocol (MPL²). In their article, Bennett and Livers hope to “assist teachers in developing their professional lens for selecting and adapting lessons.”
Livers states that “we started with the questions that we ask ourselves when lesson planning and aligned that with effective teaching practices and the NCTM Essential Elements.” Bennett and Livers have provided several videos featuring discussions surrounding lesson planning and how they have developed decision-making tools to help other teachers.
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.