About the Colorado Mathematics Teacher
Colorado Mathematics Teacher (CMT) is a peer-reviewed, open access journal published by the Colorado Council of Teachers of Mathematics (CCTM). Colorado Mathematics Teacher aims to cultivate a space for community, connection, and conversation for people invested in mathematics education in Colorado and beyond.
Aims and Scope
Colorado Mathematics Teacher articles should address relevant issues in mathematics education. Relevant issues can span research and practice by sharing stories, insights, struggles, innovations, or findings involving the teaching and learning of mathematics. CMT articles are organized into six strands, following NCTM’s guiding principles for school mathematics:
Teaching and Learning: Articles that describe effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically.
Access and Equity: Articles that emphasize giving all students access to a high-quality mathematics curriculum, effective teaching and learning, high expectations, and the support and resources needed to maximize their learning potential.
Curriculum: Articles that describe curriculum that develops important mathematics along coherent learning progressions and develops connections among areas of mathematical study and between mathematics and the real world.
Tools and Technology: Articles that show how to integrate mathematical tools and technology as essential resources to help students learn and make sense of mathematical ideas, reason mathematically, and communicate their mathematical thinking.
Assessment: Articles that demonstrate assessment as an integral part of instruction, one that provides evidence of proficiency with important mathematics content and practices, includes a variety of strategies and data sources, and informs feedback to students, instructional decisions, and program improvement.
Professionalism: Articles that describe how educators hold themselves and their colleagues accountable for the mathematical success of every student and achieve personal and collective professional growth toward effective teaching and learning of mathematics.
Lisa Bejarano, Desmos
Gulden Karakok, University of Northern Colorado
Geoff Krall, New Tech Network
Copyright and Licensing
The default license on CMT articles is a Creative Commons Attribution-NonCommercial 4.0 International (CC-BY-NC) license. The authors retain copyright of their articles. This copyright and licensing arrangement allows CMT, CCTM, and others to reuse the published work without permission as long as the work is properly referenced and the use is noncommercial. Any other use requires the permission of the author(s), or, if the rights have been transferred, the current copyright holder.