Write for the Journals
Please note that we are no longer accepting submissions for Teaching Children Mathematics, Mathematics Teaching in the Middle School, or Mathematics Teacher.
NCTM's three journals provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field. Increased student learning can be achieved with the effective innovative practices found in our pages that bring a fresh perspective to the challenges of working with mathematics students in all grade levels.Some classroom teachers are intimidated at the thought of writing for an academic journal. As a first step, contributing to a department is a great way for classroom teachers to initially participate. Department editors are able to mentor authors one-on-one.
Often, we may think that the things we do in our classrooms are "old hat" because we do them routinely, when in fact they may be quite innovative. If you are a classroom teacher with some ideas to share but are a little uncertain about how to proceed, the following suggestions may be helpful.
Mathematics Teacher: Learning and Teaching in PreK-12 (MTLT) is devoted to supporting the enhancement and improvement of mathematics teaching and learning for each and every learner both inside and outside of the classroom.
Information on calls for manuscripts, what to write, how to submit, and final steps in the MT process can be found here.
The Journal for Research in Mathematics Education (JRME) is devoted to the interests of teachers of mathematics and mathematics education at all levels—preschool through adult. The JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage the submission of a variety of manuscripts.
What to write, how to submit, and final steps in the JRME process can be found here.
Mathematics Teacher Educator (MTE) contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The journal provides a means for practitioner knowledge related to the preparation and support of teachers of mathematics to be not only public, shared, and stored, but also verified and improved over time (Hiebert, Gallimore, and Stigler 2002).
What to write, how to submit, and final steps in the MTE process can be found here.
The forms below provide information to authors and help ensure that NCTM complies with all copyright laws.
Student Work Release
Photographer Copyright Release