Write for Mathematics Teacher

  • The Editorial Panel of Mathematics Teacher urges all readers, especially classroom teachers, to consider writing for the journal.

    Author Guidelines for Mathematics Teacher

    The MT Editorial Panel formulated rules for writing for Mathematics Teacher.


    The Editorial Panel is interested in publishing articles on a full range of topics in high school mathematics education, including but not limited to, these active calls.

    2019 Focus Issue: Mathematical Misconceptions

    This call elicits manuscripts that shed light on common misconceptions, instructional methods that evoke and respond to these misconceptions, and means of supporting students and teachers to further their own understanding of mathematical errors. Note: Manuscripts are due April 9, 2018.

    May 2019 Special Issue: Motivating Mathematics: Why Do You Do What You Do?

    This call elicits manuscripts for a special issue that celebrates the legacy of Mathematics Teacher. Articles should shed light on “Why Do You Do What You Do?” and are due August 15, 2018.

    Effective Teaching of Foundational Concepts

    The Editorial Panel of Mathematics Teacher is looking for articles to highlight effective ways to engage students with topics that are challenging to teach and learn.

    On the Front Burner: Emerging Issues In Mathematics Education (PDF)

    This is an exciting time to be a mathematics educator! The recent global scrutiny of mathematics education, curricular changes, and evolving technological innovations generate controversial positions. Mathematics Teacher welcomes manuscripts that “stir the pot” on provocative current issues in mathematics education.

    Great Problems (PDF) 
    Mathematical tasks that engage students, promote inquiry, and generate rich discussions are central to effective classrooms. Share your great problems with MT readers.

    Statistics and Probability (PDF)
    To make and interpret decisions in today’s world, we all must be statistically literate. Help MT readers gain new perspectives on dynamic approaches involving data and chance.

    Mathematizing the World: An Invitation to Modeling (PDF)
    Do you wrestle with complexities of mathematical modeling in classrooms? Tell us how you incorporate representations of real-world behavior and relationships among experiment, data, form, and function.

    Open the Door and Keep It Open (PDF)
    The MT Editorial Panel welcomes manuscripts that illustrate key ways in which teachers of entry-level courses can open the door for students to learn mathematics.

    It influences teaching, learning, and relationships as well as recruitment and retention of teachers. Let us know how you use, judge, and view assessment.

    Reasoning and Sense Making (PDF)
    Advocate a culture of reasoning and sense making in which students draw conclusions based on evidence and develop understanding by connecting to existing knowledge

    Search for New JRME Editor

    The JRME Editorial Panel is soliciting nominees for the position of field editor.



    Departments consist of short, focused articles along a particular theme or in a specific format. See recent issues of the journal for appropriate style and content. Unless otherwise specified below, department manuscripts should be no more than 1500 words and submitted to mt.msubmit.net. Please be sure to designate the department.

    Reader Reflections

    Comment on published articles or share your own mathematics interest. Letters should not exceed 500 words and are subject to abridgment. At the end of the letter include your name and affiliation, if any, including zip or postal code and e-mail address, in the style of the section. All letters for publication are acknowledged when received, but because of the large number submitted, we do not send letters of acceptance or rejection. Letters to be considered for publication should be sent to mt@nctm.org. Type and double-space letters that are sent by mail.

    Attn: Mathematics Teacher
    1906 Association Dr.
    Reston, VA 20191 

    Sound Off! 

    MT’s version of an op-ed piece, a Sound Off! is a short, signed statement, editorial in nature, which forcefully and logically raises a significant issue or advocates a point of view about some aspect of the teaching or learning of mathematics.

    Appropriate subject matter for a Sound Off! includes such topics as curriculum, pedagogy, assessment, mathematics teacher education, educational philosophy, research implementation, structure of the educational system, special teacher needs, or special student needs. Sound Off!s should avoid personal attacks or criticism, political endorsements of any kind, product promotion, or self-promotion. Sound Off!s are distinguished from expository articles in that they generally require the reader to agree or disagree with the author and from Reader Reflections in that they are much longer, between 1,500 and 2,000 words. 

    The criteria for the evaluation of Sound Off! manuscripts include but are not limited to the timeliness of the topic and its potential interest to MT readers; the compelling presentation of the topic; the careful organization of the arguments; the appropriateness of the length of the manuscript for the Sound Off! section; the favorable comparison of the manuscript against the standards for these criteria set by articles already published and recently submitted.

    The evaluation of Sound Off! manuscripts is not based on whether the reviewers agree or disagree with the position taken by the author. In all cases, the Mathematics Teacher editorial panel will make the final decision regarding the appropriateness of a particular topic or style of presentation for publication as a Sound Off!. 

      Mathematical Lens

    Photographs are a springboard for mathematical inquiry. The goal of this department is to encourage readers to see patterns and relationships that they can think about and extend in a mathematically playful way.

    Submissions for Mathematical Lens should be sent to the department editors.


    MT needs a variety of problems, each trimmed to fit into one square on the calendar. About half should be accessible to all students in grades 8–12. Submit an entire month’s worth of problems or just a handful. Include complete solutions for each problem.

    Calendar problems may be submitted by individuals or groups. Guidelines for the problems follow. Credit will be given to individuals or groups who provide the materials. Each calendar needs a variety of problems to appeal to a wide range of students in grades 8-12. Topics from arithmetic, algebra, geometry, number theory, statistics, discrete mathematics, probability and logic are welcomed. If you want to submit an entire month's worth of problems, send about thirty-five problems to allow for deletions because of similarity with published problems. Less than a month’s worth of problems may also be submitted.

    Be careful about the length of the problems—they need to fit into one square on the calendar. Some problems should have a small figure or other visual aid. Final art will be prepared by NCTM. See recent issues for examples. Include complete solutions for each problem.

    If you select or modify problems from published sources, then include a complete reference (the name of the source, publisher, city, year of publication, and page number). Please do not include any author information on the problem pages. A title page including authors or a cover letter is appropriate.

    Submit problems and solutions to the editors.

    Margaret Coffey

    Fairfax County Public Schools

    Fairfax, VA

    Art Kalish

    SUNY College at Old Westbury

    Syosset, NY

    Activities for Students

    Readers who have developed successful classroom activities are encouraged to submit manuscripts, in a format suitable for immediate use in the classroom. Of particular interest are activities focusing on the process standards of problem solving, reasoning and sense making, proof, communication, connections, and representation. Our goal is to publish articles that will serve as models for good questioning skills. Manuscripts including student discussion or reflections about the ideas and concepts underlying the activity would be most welcome.

    Connecting Research to Teaching

    Make explicit connections between research and teaching practice. Our concept of research is a broad one; it includes research on student learning, on teacher thinking, on language in the mathematics classroom, on policy and practice in mathematics education, on technology in the classroom, international comparative work, and more. Articles would be appropriate for reflective discussions at department meetings or any other gathering of high school mathematics teachers.

    Technology Tips

    Highlight materials and activities that assist teachers in using technology to enhance instruction, assessment, and the curriculum. Emphasis is on short, classroom-tested tips, as opposed to full-length manuscripts. The thrust of the section includes, but is not limited to, innovative use of calculators, computers, and video technology. The ideas explored should be easily adaptable to a wide variety of classroom situations.

    Delving Deeper

    Provide readers with opportunities to engage in doing mathematics to extend their own content knowledge. Our goal is to bring novel ideas and new insights into mathematics content appealing to secondary school teachers. Classroom teachers are encouraged to pose and solve a novel or interesting mathematics problem, expand on connections between different mathematical topics, present a general method for describing a mathematical notion or solving a class of problems, or leave the reader with a mathematical idea to explore.

    Delving Deeper can accept manuscripts in Word formats only.

    The Back Page: My Favorite Lesson

    Share a favorite lesson that works well with students and that other teachers might adapt for their own classroom. Articles are limited to be only one page in length—around 600 words—and should be in narrative form. One or two computer or calculator screen shots or other graphics that are part of the lesson would be valuable inclusions. Our intent is to increase high school teachers’ contributions to the journal and to promulgate effective pedagogy.


    What to Write

    When you decide to write, take a look at recent journals to see what topics have been discussed. Some topics are popular, ongoing themes, such as algebraic thinking, professional development, and problem solving. Whether it is an old topic with a fresh slant or a relatively new topic, pick one central idea and stay with it. Be sure to review the "calls for manuscripts" tab for specific feature ideas and department needs. Above all, remember that writing will take time and thought, but it can be a tremendously fulfilling experience to see your name on an article that is full of good ideas that other teachers can adopt and adapt.

    To test audience reaction, give a rough draft to colleagues for their comments. Be prepared to rewrite the manuscript before and after it is submitted. Revision is fundamental to writing; even experienced authors revise and rewrite their work. Submitting copy for a department is an excellent way to begin your writing career. Materials that have been published elsewhere or are being considered for publication by other journals, including other NCTM-affiliated group publications, should not be submitted.

    How to Submit

    Prospective authors should submit manuscripts to  http://mt.msubmit.net using the following criteria.

    Feature manuscripts should be about 2500 words, not including tables and figures. Only a reasonable number of tables and figures that are essential to understanding should be included. Manuscripts submitted for consideration in departments should follow the guidelines for the particular department. It may be that your ideas fall neatly into one of them. Most of the departments have an editor. If you have an idea you want to send in, check the submission instructions that accompany each department in the journal. Submitting copy for a department is an excellent way to begin your writing career.

    • Use double spacing for all material, including quoted matter, lists, tables, notes, references, and bibliographies.
    • Leave margins of 1 inch on the sides, top, and bottom of each page.
    • Indicate a paragraph by indenting the first line rather than by including an extra space between paragraphs.
    • Provide accurate and complete bibliographical information. All references cited in the manuscript should be listed at the end of the manuscript. We recommend that you refer to recent issues for general bibliographical formatting.
    • Use the Chicago Manual of Style, 16th ed. (Chicago: University of Chicago Press, 2010) for complete style guidelines.
    • Use dialogue and direct quotes sparingly.
    • Incorporate the key ideas of conversations into the text when possible.
    • If material is quoted, supply the complete source in the references and cite the page number with the quotation.
    • Do not use footnotes. Integrate this information into your manuscript.
    • Use MathType sparingly. Expressions and equations that can be typed using the keyboard, such as f(x) = 3x2 should simply be typed, as you would the general text. Italicize all variables. Word allows subscripts and superscripts and simple fractions can be entered such as a/b, for example. Other mathemaitcs displays that contain characters not found on the keyboard should be set using MathType but NOT, under any circumstances, MS Word equation editor. For example, y = sqrt(x - 3) should be entered as How to submit R using MathType.     
    • No author identification should appear in the manuscript. Manuscript title and name(s) of author(s) should be in an Author Cover Letter only. Do not reference your own work or your school in a way that compromises the blind review process. Use pseudonyms for students’ or colleagues’ names and blind project or grant information, acknowledgments, and conference presentations appearing in a manuscript. Links to personal or institutional Web sites should also be blind. All blinded references can be re-inserted should your work be accepted for publication. Responses to referees/Editorial Panel member’s comments on revised manuscripts should be made through a blinded Rebuttal Letter under Object Type in the system.  
    • Please proofread and spell check your manuscript before submission. Review it for grammar, completeness, mathematical correctness, and accuracy of references. Be sure to spell out all proper names, and fully identify all organizations and groups that are mentioned by initials or acronyms.
    • Figures and tables should be embedded in the manuscript near their mention in the text. Should your manuscript be accepted for publication, publication staff will request that images be sent separately, but for the review process, they should be conveniently embedded in the text for easy reading by our referees.    
    • Materials that have been published elsewhere or are being considered for publication by other journals, including other NCTM-affiliated group publications, should not be submitted.

    What Happens Next

    When the reviewers and the Editorial Panel review your manuscript, they will be using the following criteria:

    • importance of topic
    • quality of ideas
    • quality of writing
    • contribution to a reader’s professional growth
    • consistency with the mathematics teaching practices as described in Principles to Actions (NCTM, 2014).

    Each manuscript is assigned three reviewers, each of whom are knowledgeable in the manuscript's subject area. The reviewers are given 3 weeks to review a manuscript and recommend that it be accepted, rejected, or revised. It is then sent to the Editorial Panel with the reviewer's recommendation. The Editorial Panel is allowed an additional 4 weeks for final dispensation. Please note that everyone involved in this process is a volunteer so the timeline is  a rule of thumb and could be longer or shorter.