This research examines a 58-year, 202 sequential issues, longitudinal published record of the Ontario Mathematics Gazette. The publication is oriented to K–12 teachers of mathematics in Ontario. A total of 3609 units of analysis were identified that led to 447 unique index categories. A chi-squared goodness of fit test found, within the limits of the test, that these categories arise continuously, independently, and at a steady rate. The frequency of occurrence in both absolute and relative terms showed a few trends, such as the shift of curriculum development away from teachers and toward research findings. A key finding was the absence of significant biases or short-term trends within the publication’s history. This speaks to the association being an independent voice, but the breadth of topics indicates it is an important support for teachers.