In January 2020, NCTM launched the highly-anticipated new practitioner monthly journal, Mathematics Teacher: Learning & Teaching PK–12 (MTLT). MTLT replaces the NCTM practitioner journals Mathematics Teacher, Teaching Children Mathematics, and Mathematics Teaching in the Middle School, which were published through May 2019. All NCTM members have access to MTLT.

NCTM hosts digital archives of all its current and former journals in our easily accessible format on our journal site.

Essential members have access to their choice of one of the grade-band–specific digital journal archives. Premium members enjoy access to all three archives plus currently produced Journal for Research in Mathematics Education (JRME) and Mathematics Teacher Educator (MTE).

Enjoy your access to the archives and current journals. Please contact [email protected] if you have any questions or to upgrade to Premium Membership.

Mathematics Teacher (MT) focused on improving mathematics instruction for grades 8–14 and supporting teacher education programs. It provided a forum for sharing activities and pedagogical strategies, deepening understanding of mathematical ideas, and linking mathematics education research to practice. MT articles won numerous awards, including honors from Association Media and Publishing, the premier membership organization serving the needs of association publishers.

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Intended as a resource for elementary school students, teachers, and teacher educators, Teaching Children Mathematics (TCM) was focused on intuitive, exploratory investigations that used informal reasoning to help students develop a strong conceptual basis leading to greater mathematical abstraction. In its 25-year history, the journal's articles won numerous awards, including honors from the Society of National Association Publications.

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Mathematics Teaching in the Middle School (MTMS) made its debut along with TCM in 1994. As an official peer-reviewed NCTM journal, MTMS was intended as a resource for middle school students, teachers, and teacher educators. Its focus was on intuitive, exploratory investigations that used informal reasoning to help students develop a strong conceptual basis leading to greater mathematical abstraction.

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