Legacy Journals

  • Legacy Journals Archives

    NCTM launches the highly-anticipated new practitioner journal, Mathematics Teacher: Learning & Teaching PK–12 (MTLT), in January 2020. To be published monthly, MTLT replaces the NCTM practitioner journals Mathematics Teacher, Teaching Children Mathematics, and Mathematics Teaching in the Middle School, which were published through May 2019.

    NCTM members have exclusive access to the digital archives of Mathematics Teacher, Teaching Children Mathematics, and Mathematics Teaching in the Middle School. Essential members have access to their choice of one of the following journal digital archives. Premium members enjoy access to all three archives.


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    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.

    View MT Archives


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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.

    View TCM Archives


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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.

    View MTMS Archives