FOR IMMEDIATE RELEASE
Contact: Mary Donovan, 703.620.9840, email@example.com
RESTON May 28, 2021 —The June 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, June 2.
June’s Front-and-Center article, “GAISE II: Bringing Data into Classrooms” emphasizes the importance of student understanding of data analysis. GAISE, which stands for Guidelines for Assessment and Instruction in Statistics Education, is a report that shares how “students need to be data-savvy starting at an early age,” which authors Anna Bargagliotti, Pip Arnold, and Chris Franklin attempt to tackle.
In their article, the authors write that “it is just as important for students to practice data fluency as to read and write” and that data can no longer be simply qualified. They pose the idea that data is everywhere—pictures, sounds, social media, and more—and they hope to help students make sense of this “unconventional” data. Bargagliotti, Arnold, and Franklin hope to help teachers of K–12 students “develop data literacy” in a world where data is everywhere.
In “Partial Pies” by Jennifer Marshall, readers will explore a lesson on estimation in the middle school classroom. MTLT’s June Feature article for grades 6–8 “incorporates a variety of mathematical concepts—circle geometry, statistical analysis, and proportional reasoning” using pie charts. Marshall “encourages estimation” and mathematical intuition in the seventh-grade classroom when making predictions on the charts and graphs shared.
Authors Elizabeth Suazo-Flores and Lisa Roetker introduce readers to thinking abstractly and quantitatively in their grades 6–8 Focus article “Pack a Truck: Decontextualizing and Contextualizing a Task.” In their middle school classroom, the authors shared videos and photos of a real situation involving packing a truck with plants and challenged students to design a space to allow as many plants as possible. By using a real-world task, “students resonated with the task’s context” and were then able to interact with the relatable problem.
NCTM encourages those interested in contributing to the publication to review the writing guidelines.
The National Council of Teachers of Mathematics has served as the public voice of mathematics education for more than 100 years, supporting teachers to ensure equitable mathematics learning of the highest quality for each and every student through vision, leadership, professional development, and research. NCTM is the world’s largest organization dedicated to improving mathematics education in prekindergarten through grade 12. NCTM is committed to ongoing dialogue and constructive discussion with all stakeholders about what is best for students. The organization envisions a world where everyone sees the value, beauty, and joy of mathematics and is empowered by the opportunities mathematics affords.