The Variable

The Variable SMTS

As of January 2022, The Variable is no longer in publication.

The Variable is a periodical by the Saskatchewan Mathematics Teachers’ Society that aims to publish content rooted in the lives and work of mathematics teachers and to amplify the voices of educators working in diverse contexts across the province. The Variable features articles, interviews, puzzles and problems, information about upcoming professional development opportunities, and more. Our audience includes diverse members of the Canadian mathematics education community, including elementary and secondary school teachers, math coaches and consultants, and teacher educators. In 2019, The Variable was awarded the National Council of Teachers of Mathematics Affiliate Publication Award.

We hope that you find this periodical relevant and valuable for your teaching or for your personal interest. If you have any questions or comments about what you read, don’t hesitate to get in touch by emailing us at

Happy reading!
Ilona Vashchyshyn (@vaslona) and Nat Banting (@NatBanting), Editors

Current issue: Volume 6, Issue 2

Please note: Some images in the periodical may not display correctly within Safari. We suggest using a different browser or downloading the PDF for higher-quality viewing. 

Past issues


Call for contributions

The Variable is looking for contributions from all members of the mathematics education community in Canada and beyond, including classroom teachers, consultants and coordinators, teacher educators, and researchers. Consider sharing a favorite lesson, a reflection, an essay, a book review, or any other work of interest to mathematics teachers in Saskatchewan. When accepted for publication, your piece will be shared with a wide audience of mathematics educators in Saskatchewan and beyond.

We are also looking for student contributions in the form of artwork, stories, interesting problem solutions, or articles. This is a great opportunity for students to share their work with an audience beyond that of their classroom and their school, and for teachers to recognize their students’ efforts during their journey of learning mathematics.

All work is published under a Creative Commons license. To submit or to propose an article, please contact us at

We look forward to hearing from you!