Readers Write: May 2001

2001 ◽  
Vol 6 (9) ◽  
pp. 499-521
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Editorial Material

Readers of Mathematics Teaching in the Middle School (MTMS) will be receiving their journal one week later than usual, beginning with the October 2001 issue. Readers of Teaching Children Mathematics (TCM) will be receiving that journal one week earlier. Because of the timeliness of editorial material in TCM, the Journals staff has decided to switch the schedules of those two journals. The Mathematics Teacher will continue to mail at the same time.

This Journal is Yours

1994 ◽  
Vol 1 (1) ◽  
pp. 8-9
Author(s):  
Jay Greenwood
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
School Teacher ◽  
Middle School Teacher ◽  
Classroom Teachers ◽  
Principles And Standards ◽  
The Many

NCTM Proudly Announces the Arrival of its newest journal, Mathematics Teaching in the Middle School. In so doing, we have increased the already impressive lineup of professional mathematics publications dedicated to the CTM's principles and standards. Aspects that make this journal so exciting are its focus and emphasis on the middle school teacher and student. The Editorial Panel has worked hard to address the interests and needs of the many classroom teachers who have offered their feedback, both as a result of several surveys and as a result of the “Call for Manuscripts” announcement that appeared in both the Arithmetic Teacher and the Mathematics Teacher.

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.

Reader Survey of NCTM Journals (2011)

2013 ◽  
Vol 106 (9) ◽  
pp. 644
Keyword(s):  
Middle School ◽  
Focus Groups ◽  
Confidence Level ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Response Rate ◽  
Margin Of Error ◽  
And Mathematics

The authors, editors, Editorial Panel members, and staff who work on the NCTM school journals—Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher—continually strive to meet readers' needs. To determine how well we all succeed, we gather feedback every three years through a reader survey and accompanying focus groups. Two such inquiries have been performed to date by an outside consulting firm, Stratton Publishing & Marketing/ Stratton Research. For the most recent (2011) survey, we invited 3000 readers of each journal to participate; the effective mailing was 8457. For all three journals, the response rate averaged 26.4%, which is higher than for many other journals. Responses were calculated at the 95% confidence level with the average margin of error around ±3.5%.

Listening for Differences: An Evolving Conception of Mathematics Teaching

1997 ◽  
Vol 28 (3) ◽  
pp. 355-376 ◽  
Author(s):  
Brent Davis
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Collaborative Research ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Research Project

The question of how to teach mathematics has become increasingly problematic in recent years as critics from diverse perspectives have offered wide-ranging, and often seemingly incommensurate, challenges to conventional conceptions of the teacher's task. This article represents an effort to “bring into dialogue” some of the varied commentaries on mathematics teaching, using an enactivist framework to interpret and to propose an alternative way of framing mathematics teaching. In this report, the manner in which the teacher listens is offered as a metaphoric lens through which to reinterpret practice, as a practical basis for teaching action, and as a means of addressing some of the critics' concerns. The report is developed around an extended collaborative research project with a middle school mathematics teacher.

Call for Manuscripts: Informing Practice

2014 ◽  
Vol 20 (1) ◽  
pp. 51
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Research Department

This call for manuscripts is requesting articles for the research department for Mathematics Teaching in the Middle School titled Informing Practice.

From the Editorial Panel:The MTMS Word Problem

2013 ◽  
Vol 18 (8) ◽  
pp. 460-461
Keyword(s):  
Middle School ◽  
Word Problem ◽  
Mathematics Teaching

The Editorial Panel is requesting members' input on renaming Mathematics Teaching in the Middle School.

Call for Manuscripts: Informing Practice

2016 ◽  
Vol 47 (1) ◽  
pp. 99
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Classroom Practice ◽  
Classroom Teachers

The Editorial Panel of Mathematics Teaching in the Middle School is seeking submissions for the department, Informing Practice. The articles written for this department should entice and invite classroom teachers to learn about aspects of research that are closely related to their classroom practice.

Sign in / Sign up

Export Citation Format

Share Document