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Teaching Children Mathematics (TCM)

for grades pre-K–6 

Sales Contact Information 

Helps You Reach Your Primary Target Audience

Published 9 times a year: August, September, October, November, December/January, February, March, April, and May

TCM fills a niche. It is the only journal targeted at pre-K–6 math teachers/supervisors and teacher educators—nothing like it is available from other magazines for teachers! Advertising in TCM will target your message to the best, most appropriate audience. Excellent for advertising math textbooks, computers, calculators, software, and services for teaching mathematics.

Your ad will reach:

  • 36,300 prime users and buyers of math equipment and services—a specialized, concentrated audience
  • math supervisors—the people responsible for curriculum design, textbook adoption, and equipment purchase
  • college and university personnel—pre-service teachers and teacher educators

For details, see Teaching Children Mathematics.


TCM 2013/2014 PRINT DEADLINES (see cancellation and revision policy)  

Issues 20132014 

Space Reservation  

Ad Materials  

August 2013  

June 4, 2013

June 10, 2013

September 2013  

July 2, 2013    

July 9, 2013

October 2013 

August 6, 2013    

Aug 12, 2013

November 2013  

Sept 3, 2013

Sept 9, 2013

Dec 2013/Jan 2014  

October 4, 2013

October 11, 2013

February 2014  

Nov 26, 2013

Dec 4, 2013

March 2014  

January 6, 2014

January 10, 2014

April 2014 

January 28, 2014

Feb 3, 2014

May 2014 

March 5, 2014

March 11, 2014

FOCUS ISSUES (October 2013 to February 2014)

Focus issues are special editions of the NCTM Journals that carry one theme throughout the journal, usually a "hot topic" in math education. These issues are eagerly anticipated by our readers as comprehensive guides and therefore have a long shelf-life.

  • October 2013, Teaching Children Mathematics: Developing and Empowering Teacher LeadersAre you a teacher leader? Whether you describe yourself as a math coach, math specialist, mentor, or the classroom teacher to whom everyone turns for support—you are a teacher leader.A mathematics teacher leader wears many hats: mentor, data analyst, instructional collaborator, content and process facilitator, researcher, resource provider, observer, teacher, learner, and student. The Editorial Panel of Teaching Children Mathematics is interested in manuscripts that examine ways to improve the teaching and learning of mathematics through empowering teacher leaders. 
  • November 2013, Mathematics Teacher: Beginning Algebra: Teaching Key ConceptsHow can all students learn the key concepts of beginning algebra? Through the study of algebra, students learn to think abstractly, apply various representations, communicate mathematically, and develop the habits of mind that are needed to use mathematics and become lifelong learners. Whether taught within a first-year algebra or an integrated course, algebraic concepts form a core of mathematical knowledge that students need for future success. The Editorial Panel of Mathematics Teacher solicits manuscripts that examine ways to teach the key mathematical concepts students must learn in a beginning algebra course.  
  • February 2014, Mathematics Teaching in the Middle School: Rational Number SenseFractions and other rational numbers are challenging topics to teach as well as learn. What does it take for students to make sense of rational numbers in their myriad forms, such as fractions, ratios, rates, percentages, and decimals? For instance, understanding fractions requires part-whole thinking, including partitioning, iterating (the process of making copies of a unit fraction to make a whole), and unitizing (identifying the unit and the whole). Making sense of ratios also requires part-part thinking and proportional reasoning involving multiplicative rather than additive comparisons between two quantities. As teachers, we want to focus on how to foster these kinds of complex and sophisticated ways of thinking among our students. The Editorial Panel of Mathematics Teaching in the Middle School wants to know your thoughts on what can be done to improve students’ rational number sense. 

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