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MTLT Mentions

  • November 29, 2021

    MTLT Mentions


    Mathematics Teacher: Learning and Teaching PK-12     (MTLT) is an NCTM journal with a unique point of view-your view as a practicing teacher of mathematics. MTLT offers readers a plethora of relevant articles and enriching, useful departments that have been enhanced with digital content. The journal spans pre-K-12 but continues to provide grade-band-specific articles. MTLT is one of the benefits of membership in NCTM. View the MTLT Journal

    MTLT In the News

    MTLT Mentions in the Marshall Memo, a highly influential publication that curates content from sixty-four K-12 education publications.

     

    WinnerExcelResized

    MTLT won an AM&P Network Associations Council EXCEL Bronze Award in the category of Magazine Redesign. This category recognizes the best examples of improved design, including: writing, content, production, and editorial and graphic unity.

    SIIA's 41st Annual AM&P Network Associations Council EXCEL Awards are the largest and most prestigious program recognizing excellence and leadership in association media, publishing, marketing and communication. You can see the full list of 240 award winners here. The MTLT winning entry will be featured in the September/October issue of Signature, the AM&P Network Magazine.

    MTLT In the Classroom

    Check some of the great ways mathematics educators are incorporating MTLT resources and strategies in their classrooms.

    MTLT Twitter Mention Melissa Gallagher

    Sidewalk Math

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    MTLT Conversations

    As mathematics educators, each of us has a personal journey that we are currently living-a journey that is influenced by our context, our family, our friends, our co-workers, and our students. My journey as a mathematics educator began in 1991, when I graduated with a Bachelor of Science in mathematics education. At that time, teaching mathematics for me was just that-teaching mathematics. Several years passed before I wondered: How do LGBTQIA+ issues affect teaching mathematics? Asking this question, though, represented a pivotal point in my journey, as it launched a period of reading, reflection, and personal growth aimed at answering the question.

    For most of us, our personal journey involves a desire to support all students in learning mathematics. In the article “ The Condo Problem: Is This Culturally Responsive Teaching?” (Nabb et al. 2020), the authors share their personal experiences, providing a narrative that communicates the importance of embracing culturally responsive teaching and inclusive pedagogy. Their journey is framed by their use of the Condo problem, a problem that represents heteronormative views as it assumes all married couples consist of a man and a woman. The authors shared their discomfort with these heteronormative views in the problem, recognizing that such views alienate some students. They sought to support readers in identifying the heteronormative views often represented in our mathematics curricula and provide guidance on how to address this issue.

    The Condo problem article has drawn scrutiny, though, from the LGBTQIA+ community for its emphasis on discomfort in the authors' journey. I recognize that the experiences of our LGBTQIA+ friends are what led to the reaction regarding the discourse centered on discomfort. Talking about equity is sometimes uncomfortable, but discomfort can lead to personal growth and progress, as was the case for the authors. My goal with this editorial is to extract and emphasize the overall message of the article. We are all at different places in our own personal journeys toward a more inclusive mathematics experience for all, and by openly sharing theirs, the authors have encouraged readers to take their next step.

    Angela Barlow
    MTLT Editor-in-Chief