Mathematics Teaching In The Middle School Research Articles

The language of mathematics teaching: a text mining approach to explore the zeitgeist of US mathematics education

Exploring language provides us with one approach to better understanding the practices and beliefs of a community. With advances in technology—specifically, computational text processing and machine learning tools—we can now examine written language on a large scale. In this study, we investigate the language of mathematics teaching and learning in the USA over a decade (2009–2018) by analyzing text from articles published in Mathematics Teaching in the Middle School. Our analyses explore the terminology used by middle school teachers and teacher educators to discuss their practice, revealing terms that are used widely, terms that have largely been absent from such writing, and terms that have shifted in usage over the past decade. This research provides insight into the zeitgeist of mathematics teaching and learning during a particular period of time, while also suggesting a fruitful approach to examining language as a means of uncovering the beliefs and practices of a community.

MTMS: A Twenty-Five-Year Journey

In April 1994, NCTM published its first issue of Mathematics Teaching in the Middle School (MTMS). NCTM President Mary Lindquist welcomed us to this new publication stating, “A goal of NCTM is to make mathematics accessible to every student. This journal will help us focus on that goal by specifically addressing the needs of students at the middle level.” During the past twenty-five years, we have remained true to her vision of “expanded opportunities to exchange ideas and share approaches for improving mathematics education.”

Welcome to volume 24 MTMS: The Final Volume

Over the past twenty-three years, Mathematics Teaching in the Middle School has been the premier publication for middle-level educators to find exciting activities, read about innovative pedagogical advancements, and keep up to date on what is new in the classroom to ensure that each and every middle school student has the best mathematical experiences possible. With the upcoming changes to the family of NCTM publications debuting in January of 2020 (in which middle level mathematics will still play a prominent role), we wanted to make the final volume of MTMS a celebration of the past and the present.

MTMS Index Volume 22

The 2016–2017 index for Mathematics Teaching in the Middle School contains both author and subject categories.

MTMS Index Volume 20 (August 2014–May 2015)

The 2014–2015 index for Mathematics Teaching in the Middle School contains both author and subject categories.

2016 Focus Issue: Probability and Statistics

This call for manuscripts is requesting articles for Mathematics Teaching in the Middle School that address how to approach probability and statistics in the middle school classroom.

Mathematical Explorations

This call for manuscripts is requesting articles for the department for Mathematics Teaching in the Middle School titled Mathematical Explorations.

Call for Manuscripts: 2016 Focus Issue: Probability and Statistics

This call for manuscripts is requesting articles for Mathematics Teaching in the Middle School that address how to approach probability and statistics in the middle school classroom.

Call For Manuscripts: Response to Intervention

This call for manuscripts is requesting articles for Mathematics Teaching in the Middle School that address how to identify and assist students who need additional help in grasping a concept to avoid failure.

Call for Manuscripts: Informing Practice

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

Call for Manuscripts: Informing Practice

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

Classified Index, Volume 19

The index for volume 19 of Mathematics Teaching in the Middle School spans August 2013 to May 2014.

Call for Manuscripts: 2016 Focus Issue: Probability and Statistics – May 2014

This call for manuscripts is requesting articles for Mathematics Teaching in the Middle School that address how to approach probability and statistics in the middle school classroom.

Call for Manuscripts: Informing Practice – April 2014

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

Call for Manuscripts 2016 Focus Issue: Probability and Statistics – April 2014

This call for manuscripts is requesting articles for Mathematics Teaching in the Middle School that address how to approach probability and statistics in the middle school classroom.

Call for Manuscripts: Response to Intervention – April 2014

This call for manuscripts is requesting articles for Mathematics Teaching in the Middle School that address how to identify and assist students who need additional help in grasping a concept to avoid failure.

Call for Manuscripts: Mathematical Explorations

This call is soliciting manuscripts for the student activity department in Mathematics Teaching in the Middle School called Mathematical Explorations.

Call for Manuscripts: Informing Practice

This call is soliciting manuscripts for the research department in Mathematics Teaching in the Middle School called Informing Practice.

Call for Manuscripts: Informing Practice

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

Call for Manuscripts: Informing Practice – July 2013

The Editorial Panel of Mathematics Teaching in the Middle School is seeking submissions for its research department called Informing Practice.