Now We Are Nine…

1999 ◽  
Vol 5 (1) ◽  
pp. 3
Author(s):  
Eric Wood
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Mathematics Educators ◽  
Full Complement

AN EXCITING YEAR IS IN STORE FOR Mathematics Teaching in the Middle School (MTMS): with this fifth volume, we reach our full complement of nine issues! And with the ninth issue comes an additional opportunity to serve you–our readers–by presenting more articles that address your needs as middle-grades-mathematics educators. For those who first conceived of this journal for the middle grades, for the first Editorial Panel that launched it, and for the subsequent panels that have continued to shape and nurture it, this volume is the culmination of much thought and effort. The years of development to a nine-issue volume have been richly rewarded by the involvement and enthusiasm of you–our readers.

NCTM Launches First Issue of Mathematics Teaching in the Middle School April 1994

1993 ◽  
Vol 41 (1) ◽  
pp. 6-7
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Learning Needs ◽  
School Students ◽  
School Grades ◽  
Mathematical Abstraction ◽  
Mathematics Educators ◽  
And Mathematics

NCTM is proud to announce a new resource for students, teachers, and mathematics educators. This journal wlll address the learning needs of all middle school students, the demands these needs place on their teachers, and issues that capture the Vitality of mathematics and the characteristics of the middle-grades student. The new journal will focus on intuitive. exploratory investigations that help students develop a strong, conceptual mathematical base. Such a foundation leads to greater mathematical abstraction, as appropriate for middle school grades.

Soundoff: Geometry: A Remedy for the Malaise of Middle School Mathematics

1989 ◽  
Vol 82 (9) ◽  
pp. 678-680
Author(s):  
Alfred S. Posamentier
Keyword(s):  
Middle School ◽  
Middle Grades ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
School Level ◽  
Mathematics Educators ◽  
Arithmetic Teaching ◽  
Middle School Level

Many mathematics educators perceive that the weakest part of the precollege mathematics curriculum is at the middle school level, more specifically, the years immediately preceding the study of algebra. It seems that in the middle grades the development of mathematics has been put into a “holding pattern.” A quick glance at the curriculum for seventh and eighth grades—or in some cases sixth and seventh gradesshows that much arithmetic is still being taught. Haven't we, or shouldn't we have, completed teaching arithmetic in the previous five or six years? Indeed, how much arithmetic teaching do we need to do in an age of ever-improving calculators (Heid 1988)? Very often students greet a unit in these grades with the now famous comment, “Oh, I had this already.” “Sure,” thinks the teacher, “you may have had it, but have you learned it?” It is clear to many educators that these middle grades are key to turning a student “on” to or “off” from mathematics.

Thanks from the Editorial Panel: May 2006

2006 ◽  
Vol 11 (9) ◽  
pp. 444-445
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Mathematics Educators

The quality of Mathematics Teaching in The Middle School (MTMS) very much depends on the voluntary efforts of many mathematics educators. The journal has profited from the experience of those who have served as members of the Editorial Panel and as editors, reviewers, and referees during the 2005–2006 volume year of MTMS.

Call for Manuscripts on Assessment in Middle Grades Mathematics

1996 ◽  
Vol 2 (2) ◽  
pp. 120
Keyword(s):  
Middle School ◽  
Instructional Practices ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Full Length ◽  
Assessment Practices ◽  
Classroom Teachers ◽  
School Classroom ◽  
Lead Article

The Editorial Panel of Mathematics Teaching in Middle School is aware of the importance of assessment practices as they relate to mathematics content and instructional practices in the middle school classroom. The Panel invites readers to submit either full-length manuscripts or classroom examples exemplifying assessment practices that allow students to demonstrate both what they know and what they can do with their knowledge, as in the lead article by De A. Tonack in this issue. We especially invite responses from middle school classroom teachers. Please feel free to submit ideas beyond those suggested here.

Call for Manuscripts for Focus Issue: Algebraic Thinking

1995 ◽  
Vol 1 (7) ◽  
pp. 538
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Middle Grades ◽  
Algebraic Thinking ◽  
Wide Range ◽  
Nature Of Teaching

The January-February 1997 issue of Mathematics Teaching in the Middle School is planning a focus issue on algebraic thinking to feature a wide range of articles that address the changing nature of teaching and learning algebra in the middle grades.

A Report to the Readers

1995 ◽  
Vol 1 (6) ◽  
pp. 440
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Positive Response ◽  
School Year ◽  
Quality Product

We are pleased to report to readers that the extremely positive response to Mathematics Teaching in the Middle School (MTMS) and the growing backlog of accepted manuscripts have allowed us to boost our frequency of publications from four to five issues per year, beginning with this school year. The next five issues will complete the first volume and will appear as the following: September-October, November-December, january-February, March-April, and May. As of 1 May 1995. our records show that just over 30 000 members are currently receiving MTMS. These numbers tell us That this burgeoning group of professionals involved in middle-grades mathematics needs such a journal. We on the Editorial Panel will continue working to offer the quality product that readers have come to expect and will continue to seek out your feedback and suggestions for improvement, not to mention your manuscripts and ideas. As our manuscript backlog grows, we will consider increasing our publishing frequency again, working our way up to the nine issues per year that matches the output of NTCM's other fine journals, Teaching Children Mathematics and the Mathematics Teacher.

Thanks from the Editorial Panel

1997 ◽  
Vol 2 (6) ◽  
pp. 438-439
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Mathematics Educators

The quality of Mathematics Teaching in the Middle School (MTMS) very much depends on the voluntary efforts of many mathematics educators. The journal has profited from the experience of those who have served as members of the Editorial Panel, editors, members of Reader Advisory Panels, reviewers, and referees during the 1996-1997 volume year of MTMS.

Thanks from the Editorial Panel

1996 ◽  
Vol 1 (10) ◽  
pp. 818-819
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Mathematics Educators

The quality of Mathematics Teaching in the Middle School (MTMS) very much depends on the voluntary efforts of many mathematics educators. The journal has profited from the experience of those who have served as members of the Editorial Panel, editors, members of Reader Advisory Panels, reviewers, and referees.

Call for Manuscripts for the 1998 Focus Issue

1996 ◽  
Vol 1 (10) ◽  
pp. 801
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
Middle School Curriculum

The march-april 1998. issue of mathematics Teaching in the Middle School will focus on the theme “Geometry across the Middle School Curriculum.” The Editorial Panel is planning this issue to highlight and celebrate the extent to which geometric ideas permeate the mathematics curriculum of the middle school. Additionally, we wish to highlight the multitude of applications of geometry to other areas of study in the middle grades.

Thanks from the Editorial Panel

1998 ◽  
Vol 3 (7) ◽  
pp. 496-497
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Mathematics Educators

The quality of Mathematics Teaching in the Middle School (MTMS) very much depends on the voluntary efforts of many mathematics educators. The journal has profited from the experience of those who have served as members of the Editorial Panel and as editors, reviewers, and referees during the 1997-1998 volume year.

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