Mathematics Teaching-Research Journal

Mission of the Mathematics Teaching-Research Journal (MTRJ)

The Mathematics Teaching-Research Journal (MTRJ) is an online teaching-research journal published four times a year. Each issue consists of teaching-research articles in mathematics that contain ideas, practical tools and other content of interest to experienced teachers, instructors and researchers, as well as to those new to teaching.

  • Teaching-Research. We are especially interested in receiving submissions that
  • Describe, analyze and integrate teaching with classroom research. This includes
    • Classroom teaching experiments or investigations of student learning with qualitative and quantitative analysis of data
    • Use of external research in the classroom
    • Teaching practices involving the teacher’s research
    • Reflections on student research
  • Contain theoretical and philosophical essays related to teaching-research
  • Reflections on Practice contains general reflections upon teaching such as reflections on the relationship between learning mathematics and ESL (English as a Second Language) which addresses types of useful questioning, motivational pieces such as Excellence in the Discovery of a Number, and General Reflection of an Educator. The contributors to this section are interested in comparing teaching practice across the disciplines and reflect upon the lessons drawn from their own practice which are worth sharing with the community.

ATTENTION In case of submissions missing teaching or research component, the authors will be asked to supplement the missing part and resubmit.

  • Mathematical Creativity. MTRJ is the voice of the teaching-research team of the Bronx, which in recent years has focused its attention on the mathematical creativity of Aha!Moments.

We devote the pages of the journal to a broadly defined discussion of the facilitation of creativity in a classroom and beyond. In particular, we are interested in publishing manuscripts that reflect on how students experience, cognitively and emotionally, their learning through the stages of creativity and the creative flow.

Therefore, we are interested in:

  • Descriptions and analysis of observed Aha!Moments as well as flow of mathematical creativity in the classroom
  • Theoretical and philosophical essays, that relate to mathematical creativity in our classrooms

We aim to support inexperienced authors who are at the beginning on their research path and need support in publishing quality articles. We offer help with translation, organization of the articles, proofreading and suggestions for further directions of research work.

The reviewers of MTRJ also serve as guides for introducing teaching research into mathematics classrooms. Reports of that process are eagerly sought by the editors.

Informal Mathematics We recognize that meaningful mathematics teaching/learning moments of experience may occur outside of the classroom in more informal settings such as

  • office-hour conversations with students
  • organization of mathematics seminar or
  • leading master thesis or PhD dissertation of a student

Thus, we encourage quality reflective manuscripts from mentors, classroom teachers, mathematics instructors and theses coaches or advisers, from reflective parents observing mathematical/cognitive development of their children, which at the same time strive for a more general, research oriented possibilities.

We encourage delving into critical descriptions of master thesis or PhD dissertation work both from the mentors as well as from their mentees. We are interested in description and analysis of the growth of student mind set, students establishing the cycle of creative thought by participating in certain activities.

Bronislaw Czarnocha, Editor
Malgorzata Marciniak, Managing Editor
Ivan Retamoso, Digital Editor,