Journal of Mathematics Education at Teachers College

Comparing and Contrasting Secondary and Undergraduate Precalculus Teaching

Baldwin Mei — 2026-08-07

Precalculus is a course that bridges the divide between early secondary mathematics and early tertiary mathematics. As such, it exists in both high schools and colleges, taking different forms depending on the curricular and pedagogical requirements of each institution and student body. Each precalculus class, secondary and tertiary, can benefit from the other's instructional methods. To begin this exchange of ideas, two perspectives of precalculus teaching are presented and contrasted: one from a high school teacher and one from a college instructor. Teaching contexts, key issues, and active learning pedagogical techniques are described, and potential pedagogical takeaways for each teacher’s specific concerns are suggested.

What Have We Done to People in the Name of Math?

Samuel Kankam — 2026-08-07

This reflective commentary examines how mathematics education shapes students’ identities, anxieties, and long-term relationships with mathematics. Grounded in a personal conversation with a former student who described mathematics as useless and manipulative, the article explores how harmful mathematical experiences can lead students to see mathematics as a source of judgment rather than a tool for understanding. Drawing on scholarship about math anxiety, relational understanding, mathematics as a human and cultural practice, and mathematics for social justice, the article argues that educators must distinguish mathematics itself from the ways school mathematics has often been taught, assessed, and used to sort students. It concludes by proposing a repair-oriented approach to mathematics teaching that centers sense-making, student agency, multiple representations, and real-world investigation.

Spring/Summer 2026 Preface

Daria Chudnovsky — 2026-08-07

Spring/Summer 2026 Inside Front Cover

JMETC Editorial Board — 2026-08-07

Spring/Summer 2026 Inside Back Cover

JMETC Editorial Board — 2026-08-07

Inclusive Practices in Mathematics and English Language and their Effects on the Academic Achievement of Students with Disabilities: A Systematic Literature Review

Puotier Zutaah — 2026-08-07

This systematic literature review investigates the impact of inclusive educational practices in mathematics and English Language on the aademic achievement of seconday school students with disabilities. The objectives of this study are to identify practices that promote academic achievement in the specified subjects, as well as their effects on academic success in those subjects for individuals with disabilities. Utilizing PRISMA standards, the study analyzed 23 peer-reviewed articles selected from an initial pool of 110, sourced from databases including Google Scholar, ERIC, and Dimensions. The findings revealed that inclusive practices in mathematics encompass differentiated instruction, technology integration (like GeoGebra), flexible assessments, collaborative learning, and manipulative use. In the English Language, they include co-teaching, assistive technologies, and individualized education plans. These practices also scaffold mathematics learning by enhancing understanding of vocabulary and communication skills for solving problems. Successful implementation relies on professional development, community involvement, and ongoing assessment. The study concludes that such inclusive methods improve problem-solving in mathematics and boost engagement, self-esteem, advocacy skills, and peer interaction, all of which promote collaborative learning. Ultimately, the study advocates for equitable learning environments in both mathematics and English Language to improve achievements for students with disabilities.

Spring/Summer 2026 Acknowledgments

JMETC Editorial Board — 2026-08-07