Mathematics Teacher: Learning and Teaching PK-12

MTLT reflects the current practices of mathematics education, as well as maintaining a knowledge base of practice and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with peer-reviewed and invited articles.


Teachers will inevitably encounter mathematical problem contexts that suggest mainstream views, incorporate deficit language, or make inequities visible. This project reports on a small intervention in which prospective elementary teachers were asked to rewrite a mathematics problem exercising the cultural competence needed in both daily teaching and the critical examination of curricular documents.

Excerpts from discussion threads on the online MyNCTM community

Author: John W. Staley

This article provides readers with questions to consider as they reflect on the meaning of equity and access in their own setting and ponder possible actions they might take to change the narrative.

Problems to Ponder provides 28 varied, classroom-ready mathematics problems that collectively span PK–12, arranged in order of grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to If published, authors of problems will be acknowledged.

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

Welcome to Mathematics Teacher: Learning and Teaching PK-12, NCTM’s new journal that reflects the current practices of mathematics education, as well as maintains a knowledge base of practice and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with peer-reviewed and invited articles. MTLT is published monthly. Contact:

Editorial Board


Angela T. Barlow, University Of Central Arkansas, Conway

Associate Editors

Thomasenia Lott Adams, University Of Florida, Gainesville

Rick Anderson, Eastern Illinois University, Charleston

Amanda Cullen, Illinois State University, Normal

Roger Day, Illinois State University, Normal

Clayton Edwards, Grundy Center Middle School, Iowa

Alison Langsdorf, Weston Public Schools, Wayland, Massachusetts

Travis Lemon, American Fork Junior High, American Fork, Utah

Sandra Madden, University Of Massachusetts–Amherst, Amherst

Cathy Martin, Denver Public Schools, Denver, Colorado

Rebecca Robichaux-Davis, Mississippi State University, Starkville

Ruthmae Sears, University of South Florida, Tampa

Department Editors

Lisa Bejarano, Harrison School District, Manitou Springs, Colorado

Matt Enlow, Dana Hall School, Wellesley, Massachusetts

Josh Hertel, University Of Wisconsin La Crosse, La Crosse, Wisconsin

Megan Holstrom, Independent Consultant, Whitmore Lake, Michigan

Steve Ingrassia, Newbury Local Schools, Newbury, Ohio

Susie Katt, Lincoln Public Schools, Lincoln, Nebraska

Megan Korponic, Denver Public Schools, Denver, Colorado

Cheng-Yao Lin, Southern Illinois University Carbondale, Carbondale, Illinois

Kelly Hagan Mccormack, Wayland Middle School, Wayland, Massachusetts

Wayne Nirode, Miami University, Miami, Florida

Asli Özgün-Koca, Wayne State University, Detroit, Michigan

Molly Rawding, Fiske Elementary School, Lexington, Massachusetts

Aaron Rumack, The College Board, Chicago, Illinois

Erik Tillema, Indiana University, Indianapolis, Indiana

Journals Staff

Stephanie Dean, Managing Editor

Mary E. Donovan, Editorial Coordinator

Eleanore Tapscott, Director Of Publications

Scott Rodgerson, Art Director

Tristan Coffelt, Sr. Copy & Production Editor

Luanne Flom, Copy & Production Editor

Christine A. Noddin, Publications Coordinator


Contact the editorial staff

To submit a manuscript

To subscribe

Call for Papers: Special Issue on Digital Equity and the Digital Divide 

Submission Deadline: January 1, 2021

Targeted Publication Date: October 2021 

The Editorial Board of Mathematics Teacher: Learning and Teaching PK–12 (MTLT) invites submission of manuscripts that address digital equity in mathematics classrooms to be considered for publication in a special issue of MTLT.

Download the Call for Papers: Special Issue (PDF).  



Call for Papers: Front & Center Articles

Do you have an instructional strategy that you use in your mathematics classroom that could be helpful for teachers in other grade bands within the PK-12 spectrum? Are you a mathematics teacher thinking about the vertical alignment of mathematics being taught across the grade bands? If you answered yes to either of these questions, please consider submitting a Front & Center article to NCTM’s new journal Mathematics Teacher: Learning & Teaching PK–12 (MTLT).

Download the Call for Papers (PDF). 




Call for Papers: Focus Articles

Has a particular math activity or online resource improved student learning in your classroom? Do you want to share a successful learning exercise with other teachers but don’t have the time or the experience writing for a journal? Consider a Focus article in MTLT PK–12!

Download the Call for Focus Articles (PDF).  



You’ve Got Stories: Now It’s Time to Write!
Angela Barlow, Thomasenia Lott Adams, Rick Anderson, Roger Day, Clayton Edwards, Alison Langsdorf, Sandra Madden, and Rebecca Robichaux-Davis

This presentation shows teachers, particularly those new to writing, how to approach writing for a journal such as MTLT by breaking down the process and removing the mystery. Learn how to get feedback on your ideas for an article, how to take that idea and shape it into an outline, and how to approach the actual writing process. Hear tips on how to manage the writing process, and they reviewed the steps involved with the submission and review of an article.



MTLT features three types of articles:

Front and Center article: Front & Center articles have a message that appeals to MTLT readers working with students across all grades, PreK-12. This can be achieved in many ways including, but not limited to, writing on an issue of importance to all schools, providing relevant examples for different grade bands, or reframing the topic for each grade band in different sections of the article. Submissions should not exceed 5,000 words. 


Feature article (grade-band specific): The message of a Feature article emphasizes one grade or grade band. Evidence of classroom implementation is expected when appropriate. Submissions should not exceed 3,500 words.


Focus article (grade-band specific): Focus articles share a single, developed idea to be quickly read by the busy teacher. Teaching strategies, learning technologies, or tasks used for a lesson are but a few of the many possibilities. The evidence of classroom implementation will not be the main message of the article. Submissions should not exceed 1,500 words.


MTLT Submission Guidelines 


Submit to Departments

Writing for a department is a great way to begin writing for our profession. Department articles are often drawn from your daily interactions with students. If it is of interest to you and your students, it is likely to also be of interest to MTLT readers. The departments described below offer opportunities for you to share your problems and ideas.


Editorials are short articles that comment on issues of significance to mathematical thinking and learning. Authors should present the issue in a clear and constructive way and then add their critique or suggestion(s) on improving or expanding the idea. Alternatively, the author may present both sides of an issue and leave it up to the reader to decide their personal point of view. Successful editorials will leave readers wanting to know more or help engage them in the topic at hand. Authors are encouraged to include in their submission the invitation to continue the discussion on (NCTM’s discussion board) and/or Twitter (copy @nctm) and Facebook (tag @NCTM). 

Word count: 1000 - 1500.


Letters to the Editor:

Readers are invited to respond substantively to an article or department that is featured in MTLT. A Letter to the Editor should be a brief response to an article, discussing only issues directly relevant to the original article’s content. The response may be supportive or critical in nature. One example would be a Letter that offers an alternative perspective or counterpoint to an article’s main focus.

Readers are encouraged to direct general comments (“I really enjoyed the article by _____”) or personal reflections (“I used the activity mentioned in ____ in my classroom and the children loved it!”) on MTLT articles to, the NCTM discussion board. Additionally, the online journal allows users to tweet or post about a specific article on Twitter and Facebook. When tweeting, be sure to tag @nctm and use these hashtags:  #MTLTPK12, #MTBoS, #iteachmath, #T2T, #math, #mathed. If posting on Facebook, tag @NCTM. 

Word count: up to 250 words.


Problems to Ponder:

Readers are asked to submit individual problems or groups of problems (and answers only, not solution strategies) that are grade-band specific via email to As part of your email submission, please also identify the appropriate grade band. Problem to Ponder submissions should not be submitted through ScholarOne.


Growing Problem Solvers (GPS):

Send in your rich task or tasks that can potentially span four points along the pre-K–12 learning trajectory (Grade bands: PK–2, 3–5, 6–8, 9–12) and can elicit higher-order thinking.

Each task should be a low-floor/high-ceiling task with multiple entry points, allowing for a variety of solution strategies and reaching many different learners. A teacher page will explore the math and potential instructional strategies.

If you have used a rich task in your classroom and have had to extend it, contribute to this discussion. No solutions will be provided.

Word count: 1500 (Teacher page 500 words, each task 250 words).


For the Love of Mathematics:

The last page of the journal will be visual and fun, engaging, and inspiring. This reader-driven department is intended for the teacher, rather than for direct use with students.

Items sent to the editor may include a photograph, combined with a funny or engaging mathematical question; an original cartoon that is humorous or reflective; a puzzle; Math Circle prompts; a poem or vignette; original artwork; or general celebratory items, such as Pi Day or Metric Week. Submission of student work within these guidelines is also welcome. How do you show your love of mathematics?

Word count: 150 words.


Ear to the Ground: 

Ear to the Ground features voices working in various corners of the mathematics education world. Readers hear from book authors, conference presenters, bloggers, and others and get accompanying digital enhancements to keep up-to-date on current happenings in mathematics education. Contributors are invited by the editors.


Where to Submit

All manuscripts for MTLT must be submitted to the ScholarOne: MTLT submission site, with the exception of the Problem to Ponder department (see that section, above, for details). Limit your submission to the TOTAL word count listed above, including references and figures, where applicable. You are encouraged to include such digital components as a video clip; audio file; Geogebra, Desmos, Livescribe™ file(s), or SMART Board™ file(s); or other form of multimedia to enhance the submission. Authors are encouraged to use applications and software in their articles; however, such use does not imply NCTM endorsement of any product or developer.


Navigating the MTLT submissions site is simple. Follow the 5 easy steps outlined in this video.




Author Toolkit


Calls for Manuscripts


Student Work Release


Photographer Copyright Release


Video Permission

The Mathematics Teacher: Learning and Teaching PK-12 is available to individuals as part of an NCTM membership or may be accessible through an institutional subscription.

The Mathematics Teacher: Learning and Teaching PK-12 (MTLT), an official journal of the National Council of Teachers of Mathematics (NCTM), reflects the current practices of mathematics education, as well as maintaining a knowledge base of practice and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with peer-reviewed and invited articles.

MTLT is published twelve times a year and presents a variety of viewpoints. Learn more about MTLT.