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Mathematics Teacher (MT)

for Grades 8-14 

Sales Contact Information 


The Journal That Math Teachers Rely On

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

Excellent for advertising math textbooks, computers, calculators, software, and services for teaching math in junior and senior high schools, two-year colleges, and teacher-education colleges. No other magazine for teachers can provide you with this wide but concentrated audience of buyers of math equipment.

Your ad in MT will reach:

  • 40,000 prime users and buyers of math equipment and services—a specialized, concentrated audience;
  • math supervisors in city, state/provincial, and area school systems—people who are responsible for curriculum design, textbook adoption, and equipment purchase;
  • college and university personnel responsible for pre-service and in-service math education programs.

 For details, see Mathematics Teacher.

   

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

Issues 2013—2014  

Space Reservation  

Ad Materials  

August 2013  

May 23, 2013

May 30, 2013

September 2013  

June 21, 2013

June 27, 2013

October 2013  

July 26, 2013

Aug 1, 2013

November 2013  

August 22, 2013

August 28, 2013

Dec 2013 Jan 2014  

Sept 20, 2013

Sept 26, 2013

February 2014  

Nov 15, 2013

Nov 21, 2013

March 2014  

Dec 23, 2013

January 2, 2014

April 2014  

January 22, 2014

January 29, 2014

May 2014  

Feb 24, 2014

Feb 28, 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 Concepts— How 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.  

 

Your feedback is important! Comments or concerns regarding the content of this page may be sent to nctm@nctm.org. Thank you.