NCTM Announces the Editorial Board for Mathematics Teacher: Learning and Teaching Pre-K–12

  • Aug 22, 2018

    NCTM Announces the Editorial Board for Mathematics Teacher: Learning and Teaching Pre-K–12

    The National Council of Teachers of Mathematics (NCTM) has announced the editorial board of its new practitioner journal: Mathematics Teacher: Learning and Teaching PreK-12, which will launch January 2020.

    Joining the newly appointed Editor-in-chief, Dr. Angela Barlow, the roster of Associate Editors includes:

    • Thomaseina Adams, University of Florida, Gainesville, Florida
    • Rick Anderson, Eastern Illinois University, Charleston, Illinois
    • Wendy Bray, Florida State University, Tallahassee, Florida
    • Rebecca Damas, Trevor Day School, New York, New York
    • Roger Day, Illinois State University, Normal, Illinois
    • Rebecca Robichaux-Davis, Mississippi State University, Starkville, Mississippi
    • Randall Groth, Salisbury University, Salisbury, Maryland
    • Alison Langsdorf, Weston Public Schools, Wayland, Massachusetts
    • Sandra Madden, University of Massachusetts - Amherst
    • Cathy Martin, Denver Public Schools, Denver, Colorado
    • Aaron Rumack, White River School District in Buckley, WA

    “I am excited to begin working with this dedicated and exceptional team of mathematics educators to develop NCTM's digital-first journal,” said Dr. Barlow. “NCTM's previous practitioner journals were highly regarded and utilized by the community, and the editorial board and I will look to build on that valued history.”

    In July 2017, the NCTM Board of Directors approved a proposal to consolidate its three practitioner journals -- Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher -- with a January 2020 launch of the new journal as a kick-off to NCTM's centennial year celebration. Mathematics Teacher: Learning and Teaching PreK-12, will be published 12 times a year, will provide more frequent and timely content on topics of relevance to math educators and learners, and the digital version of the journal will embrace the latest technology to promote individual member engagement and community, while continuing to deliver the grade-band specific high-quality classroom resource materials.

     

     

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