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.

 

Author: Xi Yu

When learning is virtual and students’ webcams are turned off, the ways that we interacted in an in-person classroom fall short. These six strategies for hearing from all students during whole-group instruction and small-group work honor students’ need to keep their webcams off.

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the 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.

This piece is a rumination on flow, pattern, and edges/transitions, focusing on polynomials of odd degree and overlaying/underlaying the flow of the graphical structure with a rainbow to suggest the central importance of queer visibility in mathematics.

Announcement

MTLT is currently recruiting for volunteer Department Editors for the From the Archives Department. Read the position description.

Questions? Contact: mtlteditor@nctm.org


Welcome to Mathematics Teacher: Learning and Teaching PK-12, NCTM’s newest 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: mtlt@nctm.org

Editorial Board

Editor-In-Chief

Angela T. Barlow, University of Central Arkansas, Conway

Associate Editors

Thomasenia Lott Adams, University of Florida, Gainesville

Tomika Altman, Wake County Public Schools, Cary, North Carolina

Jennifer Bay-Williams, University of Louisville, Kentucky 

Amanda Cullen, Illinois State University, Normal

Clayton Edwards, Grundy Center Middle School, Iowa

Christa Jackson, Saint Louis University, Missouri

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

Rebecca Robichaux-Davis, Mississippi State University, Starkville

Ruthmae Sears, University of South Florida, Tampa

Brandie Waid, The Queer Mathematics Teacher and Radical Pedagogy Institute, New Jersey

James (Chris) Willingham, James Madison University, Harrisonburg, Virginia

Department Editors

Lisa Bejarano, Harrison School District, Manitou Springs, Colorado

Nicole Berg, Nebo School District, Spanish Fork, Utah

Marian Dingle, Briar Vista Elementary, Decatur, Georgia

Karen Fonkert, Charleston Southern University, Charleston, South Carolina

Aviva Hamavid, Metro Nashville Public Schools, Nashville, Tennessee

Josh Hertel, University of Wisconsin La Crosse, La Crosse, Wisconsin

Megan Holstrom, Independent Consultant, Whitmore Lake, Michigan

Steve Ingrassia, Newbury Local Schools, Newbury, Ohio

Crystal Kalinec-Craig, University of Texas at San Antonio

Megan Korponic, Denver Public Schools, Denver, Colorado

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

Kelly Hagan Mccormack, Wayland Middle School, Wayland, Massachusetts

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

Molly Rawding, Fiske Elementary School, Lexington, Massachusetts

Gabriel Ward, Hacienda La Puente Unified School District, Los Angeles, California

Robin Ward, Rice University, Houston, Texas

Jennifer A. Wolfe, University of Arizona, Tucson

Journals Staff

Scott Rodgerson, Director of Publishing and Creative Services

Stephanie Dean, Managing Editor

Mary E. Donovan, Editorial Coordinator

Tristan Coffelt, Production Manager

Pattie Covert, Senior Art Director

Luanne Flom, Copy & Production Editor

 

Contact the editorial staff mtlt@nctm.org

To submit a manuscript

To subscribe

How to Assign Problems (in Problems to Ponder) to Google Classroom 

How to Assign Problems (in Problems to Ponder) to Canvas

Call for Papers, 2022 MTLT Special Issue: Social-Emotional Learning and Mathematics

The 2022 MTLT Special Issue will offer guidance to readers on how teachers can effectively attend to students' social-emotional learning as well as their mathematical proficiency. 

Submission Deadline: January 1, 2022

Publication Date: October 2022

Download the Call for Papers (PDF).  

 

MTLT Launches a New Article Type: Exploring Mathematics. Read the New Announcement! 

This new article type focuses on mathematics content that appeals to PK12 teachers and provides a forum for classroom teachers to discuss mathematics. This discussion may be inspired by personal experience, work with students, or classroom investigations and projects. 

Download the Exploring Mathematics Announcement (PDF).  

 

Call for Papers: Transitioning to a Postpandemic World

As students return to school after more than an academic year of pandemic-related changes, the question, "how do we support mathematics learning of every student?" remains at the forefront of our work. 

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).  

 

MTLT: A Practitioner Journal by Teachers, for Teachers 

An article for MTLT = A Classroom Lesson + Assessment of that Lesson on Student Learning. 

 

Download the Call for Papers (PDF).

 

 

Call for Papers: What Do You Notice? What Do You Wonder? 

How have you inspired your students to notice and wonder about the beauty of mathematics? Share your novel classroom approaches to student learning in NCTM's digital-first member journal, Mathematics Teacher: Learning & Teaching PK–12 (MTLT)

 

Download the Call for Papers (PDF).

 

 

 

Call for Papers: All PK–12 Teachers

Mathematics Teacher: Learning & Teaching PK–12 (MTLT) seeks manuscript submissions from PK12 teachers with classroom success stories. MTLT is a teacher-focused practicioner journal that spans the primary and secondary spectrums. Whether you are a teacher of students in PKgrade 12 or a mathematics educator, we think you have something to say. 

 

Download the Call for Papers (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). 

 

 


How to Turn Your Presentation into an MTLT Article
Angela Barlow

In this video, Editor-in-Chief Angela Barlow discusses how meeting presenters can amplify their message by turning a 'nugget' from their presentation into a submission for Mathematics Teacher: Learning and Teaching PK12 (MTLT).

 

 

Powerpoint - MTLT

 

 

Writing for MTLT: Guiding Thoughts for Mathematics Teacher Educators 

Mathematics Teacher Educators can be valuable contributors to MTLT: Find out more in this webinar video hosted by AMTE

Powerpoint - AMTE

 

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.

 

 

 

Welcome, MTLT author! 

 

Thank you for your interest in Mathematics Teacher: Learning and Teaching PK12 (MTLT), NCTM’s new digital-first practitioner journal offering useful and classroom-ready content for the elementary, middle, and high school grade bands as well as critical information on subjects across the PK–12 spectrum. If you’re a classroom teacher of PK–12 mathematics, we invite you to submit to MTLT. By publishing in the journal, you will have a long-term impact on other teachers and their students through your teaching success stories. MTLT is practitioner journal by and for PK–12 mathematics teachers!

 

We realize that classroom teachers have little time to navigate the complexities of creating, submitting, and revising a journal manuscript. To support teachers during the writing process, we have developed an Author Toolkit. The Author Toolkit is a downloadable PDF file that serves as MTLT’s submission guidelines and offers comprehensive additional support for new writers.

 

The Author Toolkit defines what we mean by digital first, describes manuscript types that the journal publishes, provides instructions on preparing and submitting a manuscript, and, finally, details the steps of peer review and the postacceptance workflow.

 

If you are considering submitting a manuscript to MTLT, we encourage you to review the MTLT Author Toolkit.

 


 

Other Resources 


How to Turn Your Presentation into an MTLT Article
Angela Barlow

In this video, Editor-in-Chief Angela Barlow discusses how meeting presenters can amplify their message by turning a 'nugget' from their presentation into a submission for Mathematics Teacher: Learning and Teaching PK12 (MTLT).

 

 

Powerpoint - MTLT

 

 

Writing for MTLT: Guiding Thoughts for Mathematics Teacher Educators 

Mathematics Teacher Educators can be valuable contributors to MTLT: Find out more in this webinar video hosted by AMTE

Powerpoint - AMTE

 


New MTLT Department, "Teaching Is a Journey", Debuts in 2021 

In January 2021, Mathematics Teacher: Learning and Teaching PK12 (MTLT) will launch a new monthly departmentby teachers, for teachersentitled Teaching Is a Journey. This department provides a space for teachers to connect with other teachers through their stories to lend personal and professional support. 

Potential topics include, but are not limited to, these questions: 

  • What led you to the profession of teaching mathematics, and how have you developed in the profession? 
  • How have you come to incorporate effective teaching practices into your work?
  • What difficulties have presented themselves? 
  • How have you perservered through challenges?
  • What is your story with respect to realizing the vision of more and better mathematics for each and every student?
  • Vulnerability is a component of our collective work. In what ways does vulnerability affect your professional trajectory? How do you practive self-care and care of colleagues?
  • What strategies do you have for support within your professional learning community?

Whether you are a teacher of students in PKgrade 12 or a mathematics educator, we think you have a story to tell. Have a question? Contact us at mtlt@nctm.org

 

You’ve Got Stories: Now It’s Time to Write!  

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.

 

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

 

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.