NCTM has provided strong leadership with regard to mathematics curriculum, most notably with the publication of Curriculum and Evaluation Standards for School Mathematics (1989); Principles and Standards for School Mathematics (2000); and, most recently, Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence (2006). Curriculum goals and standards (the intended curriculum) and curriculum materials (the written curriculum) are powerful agents influencing teachers’ instructional decisions and actions (the implemented curriculum).
The Editorial Panels of Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher seek manuscripts that promote discussion and dialogue about important issues related to mathematics curriculum. A new department in each journal will provide a forum for stimulating discussion across a K–12 audience. The intent is to publish three articles, one in each journal, all focused on a single important curriculum issue. Each article will discuss the issue from the perspective of the audience of the particular journal (elementary, middle, or high school teachers). Collectively, the set of articles appearing in all three school journals is intended to increase communication and dialogue on issues of common interest related to curriculum. Some possible topics for a curriculum-focused K–12 series include the following:
- What influence do state, provincial, or national standards have on teaching and learning at the elementary, middle, and high school levels?
- What influence does, or should, technology have on mathematics curriculum?
- What are examples of learning trajectories for key ideas of statistics, and how do these ideas develop across the K–12 curriculum?
- What are the central ideas of algebra, and how do these ideas develop across the K–12 curriculum?
- How do teachers perceive, interact with, and use curriculum materials, and what impact do these materials have on teacher practice?
- What role do curriculum materials play in supporting student learning?
The “Contemporary Curriculum Issues” department will include three articles each year per journal. Manuscripts on any of the topics listed above or on other contemporary curriculum issues are welcome. The manuscript should be no longer than 10 double-spaced pages, not counting figures and photographs. Submissions can be for one article for one particular journal, or they can be for a series of three articles, one for each journal. Manuscripts should be submitted at the appropriate Web site:
If you have questions or comments, please feel free to contact the editors: