NCTM launched the highly-anticipated new practitioner journal,
Mathematics Teacher: Learning & Teaching PK–12 (MTLT), in January 2020. Published monthly, MTLT replaced 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.
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
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
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
An official journal of the National Council of Teachers of Mathematics (NCTM), Journal for Research in Mathematics Education (JRME) is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME presents a variety of viewpoints. The views expressed or implied in JRME are not the official position of the Council unless otherwise noted.
JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including:
View JRME Archives
Mathematics Teacher Educator (MTE) is a scholarly, peer-reviewed journal for practitioners in mathematics teacher education that is published twice a year. MTE contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The audience for the journal is broadly defined as anyone who contributes to the preparation and professional development of pre-K–12 pre-service and in-service teachers of mathematics. Mathematics teacher educators include mathematics educators, mathematicians, teacher leaders, school district mathematics experts, and others.
View MTE Archives