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Wisconsin Teacher of Mathematics Journal

Current Issue of the Wisconsin Teachers of Mathematics Journal

Read the WTM 2018 Fall/Winter Issue

Table of Contents

Editorial, Dr. Josh Hertel, University of Wisconsin La Crosse p. 1.

President's Message, Lori Williams, Manitowoc Public School District, p. 2.

Exploring Triangle similarity Using AngLegs and GeoGebra, Bhesh Mainali, University of Wisconsin Superior, pp. 3-7.

Using Number Talks to Develop Student Understanding of Equality and the Equal Sign, Jill Leffler and Mindi Stoneman, School Districts of Greenfield and South Milwaukee, pp. 8-14.

The Struggle is Real: Anticipating Student Misconceptions, Katelyn Albright and Derek Pipkorn, Mequon-Thiensville School District, pp. 15-19.

Stop Counting By Ones: Seeing Twos and Threes as a Foundation for Kindergarten, Laura McNelly, Milwaukee Public Schools, pp. 20-23

Engaging Our Students in Upper-Level Mathematics: Finance Applications, Dave Ebert, Oregon High School, Oregon, WI, pp. 24-29.

Wisconsin Teacher of Mathematics

Want to be published?

We're looking for educators to write for the Wisconsin Teacher of Mathematics, WMC's journal. If you would like to share what you're doing in your classroom, research in which you may be involved, or a great tip you think other educators could use, please contact the journal editor, Josh Hertel, at jhertel@uwlax.edu.

Wisconsin Teacher of Mathematics, the official journal of the Wisconsin Mathematics Council, is published twice a year. Annual WMC membership includes a 1-year subscription to this journal and to the Wisconsin Mathematics Council Newsletter. The Wisconsin Teacher of Mathematics is a forum for the exchange of ideas. Opinions expressed in this journal are those of the authors and may not necessarily reflect those of the Council or editorial staff.

We welcome submissions and encourage articles from a broad range of topics related to the teaching and learning of mathematics. In particular, we seek submissions that:

Present engaging tasks that can be implemented in the Pk–12 classroom.
Connect mathematics education research and theory to classroom practice.
Showcase innovative uses of technology in the classroom.
Focus on work with preservice teachers in the field.
Discuss current issues or trends in mathematics education.

Other submissions not focusing on these strands are also welcome.

All manuscripts are subject to an editorial and peer review process. If you have questions or wish to submit an article for review, please email Josh Hertel (jhertel@uwlax.edu) for more information.