About Mathematics Teaching
Mathematics Teaching is the journal of the Association of Teachers of Mathematics. It is a professional journal sent to all members of the Association.
It is not a refereed journal. Submissions are reviewed by the editorial team of three, and many are initially accepted as they are or with minor modifications. Some are rejected completely, sometimes with a suggestion of another publication that might be more suitable, and others are returned to the author with ideas about modifying the article with a view to resubmission.
Many articles have additional information or associated files placed on the journal website. Most articles received eventually make it to publication, though sometimes considerable editing or re-writing takes place.
Mathematics Teaching welcomes summaries of research presented in a suitable form for a wider audience.
Mathematics Teaching 1 • Nov 1955
For the first time we are to appear in print! By launching this journal we hope to provide a fuller and better service to our members, and to reach a larger circle of readers outside the Association. We believe that there is need for a periodical devoted to these aspects of mathematics, and it is not our intention to imitate the type of material to be found in other journals, but to develop along lines of our own.
The teaching of mathematics requires constant research; and research which aims to advance knowledge of the craft of teaching is just as difficult as research which aims to advance knowledge of mathematical techniques, and perhaps it is even more important. No one can do it better than those who are actively working in the classroom, and this journal is a means by which practical classroom experience can be passed on to others.
We aim to cover the whole field of teaching-nothing is too elementary and nothing is too advanced.
Our Association was conceived in November 1951. It became, in a few months, a very promising body of active people ready to use their enthusiasm and skill for the promotion of something much wider than their own personal field of interest. In fact, the teaching of mathematics at all levels, through teachers with very varying mathematical backgrounds, was clearly in the forefront of the minds of those members who actively supported the work of the Association.
The mainspring has been the maintenance throughout of relations with schools and contact with the problems in the reality of a self-educating process. All those who joined the Association did so either because they had already worked with teaching aids on one or other of the problems in questions, or were in need of help in acquiring more technical knowledge for producing or using aids, or because they wished to support the activity of a group engaged in discovering what was needed for the improvement of the teaching of mathematics.
Abridged from the first Editorial
The Fielker Editorials • 1972–1983
“The period 1972 to 1983 was an interesting time to be an editor of Mathematics Teaching.
“My editorials, which I have now looked at altogether for the first time since they were written, reveal among other things a social, political and educational history of the time. One can see that certain situations that we now experience — financial crises, teacher shortage, worries about ‘the basics’, attacks on education from various sections of the community — are nothing new. It is interesting to see how old some current ideas actually are, and in particular it is evident that moves to centralise education started long before the introduction of the National Curriculum.
“Reading everything through at one sitting, so to speak, tends to telescope events and make it appear that I was continually tackling the same topics — everyone’s worries about computation, the recognition and consequences of the use of calculators, the processes of mathematics, attacks in the tabloid papers, balance and type of articles submitted.
“Well, those particular editorials were written at some distance apart, even if they were sometimes in successive issues, and they usually responded to current happenings. However, if it appears now that I had certain bees in my bonnet then that is true, and there were some things that always worried me and only needed some contemporary occurrence to trigger a reaction from me.”
From David Fielker’s Introduction
Editor, Mathematics Teaching
You can contact the MT Editors: