Journal for Research in Mathematics Education

An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college.

Generalizing is a critical aspect of mathematics learning, with researchers and policy documents highlighting generalizing as a core mathematical practice. It can also be challenging to foster in class settings, and teachers need access to better resources to teach generalizing, including an understanding of effective forms of instruction. This article proposes Classroom Supports for Generalizing (CSGs), investigating how multiple elements—such as tasks, teacher moves, student interactions, and representations—interact to meaningfully foster student generalizing. Drawing on class video data from a middle school teacher and two high school teachers, we present the CSG Framework, which identifies three categories of supports: Interactions for Generalizing, Structures for Generalizing, and Routines for Generalizing.

Black women faculty members face challenges in higher education, including limited identity-affirming mentorship and under-­recognition of their scholarship. However, little is known about their experiences in mathematics departments, where Black women are more severely underrepresented and disciplinary ideologies of neutrality mask social oppression. We interrogate the role of mathematics epistemological values (MEVs) in shaping departmental racialized–gendered oppression experienced by six Black women. Our findings illustrate that (a) quantification practices underpinning faculty evaluation disregard Black women’s achievements; and (b) notions of proving as a solitary endeavor justify neglecting Black women’s faculty development. We highlight departmental practices that support Black women faculty members, reframe MEVs to promote equity, and discuss implications for mathematics faculty and administrators working to advance equity.

This Brief Report presents an example of assessment validation using an argument-based approach. The instrument we developed is a Brief Assessment of Students’ Mature Number Sense, which measures a central goal in mathematics education. We chose to develop this assessment to provide an efficient way to measure the effect of instructional practices designed to improve students’ number sense. Using an argument-based framework, we first identify our proposed interpretations and uses of student scores. We then outline our argument with three claims that provide evidence connecting students’ responses on the assessment with its intended uses. Finally, we highlight why using argument-based validation benefits measure developers as well as the broader mathematics education community.

The Journal for Research in Mathematics Education is published online five times a year—January, March, May, July, and November—at 1906 Association Dr., Reston, VA 20191-1502. Each volume’s index is in the November issue. JRME is indexed in Contents Pages in Education, Current Index to Journals in Education, Education Index, Psychological Abstracts, Social Sciences Citation Index, and MathEduc.

An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME presents a variety of viewpoints. The views expressed or implied in JRME are not the official position of the Council unless otherwise noted.

JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including:

  • Research reports, addressing important research questions and issues in mathematics education,
  • Brief reports of research,
  • Research commentaries on issues pertaining to mathematics education research.

 

More information about each type of submission is available here. If you have questions about the types of manuscripts JRME publishes, please contact jrme@nctm.org.

Editorial Board

The JRME Editorial Board consists of the Editorial Team and Editorial Panel.  The Editorial team, led by JRME Editor Patricio Herbst, leads the review, decision and editorial/publication process for manuscripts.  The Editorial Panel reviews manuscripts, sets policy for the journal, and continually seeks feedback from readers. The following are members of the current JRME Editorial Board.

Editorial Staff  

Patricio Herbst

University of Michigan; Editor

Sandra Crespo     

Michigan State University; Associate Editor

Karl Kosko     

Kent State University; Associate Editor
Percival Matthews University of WisconsinMadison; Associate Editor
Erin Lichtenstein

University of Michigan; Assistant Editor

Christine Austin

Texas State University; Editorial Assistant

Daniel Chazan University of Maryland; Research Commentary Editor


Editorial Panel 

Tutita Casa

University of Connecticut; Chair

Mike Steele

Ball State University; Board of Directors Liaison

Lillie Albert

Boston College

Theodore Chao

Ohio State University

Óscar Chávez               

Illinois State University                

Kristine Ho

University of CaliforniaLos Angeles

Toya Frank

George Mason University

Luis Leyva

Vanderbilt University

Kate Melhuish

Texas State University

Charles Munter

University of Missouri

Chandra Orrill

Rethink Learning Labs

Annie Wilhelm

Washington State University

Maria Zavala

San Francisco State University

David E. Barnes

NCTM; Staff Liaison

 

International Advisory Board  

Colin Foster

United Kingdom

Faaiz Gierdien

South Africa

Einat Heyd-Metzuyanim

Israel

Haiyue Jin

China

Oh Nam Kwon

South Korea

Thomas Lowrie

Australia

Luis Pino-Fan

Chile

 

Headquarters Journal Staff 

David E. Barnes

Associate Executive Director

Ken Krehbiel

Executive Director

Scott Rodgerson

Director of Publications and Creative Services 

Josh Green

Managing Editor

Sandy Jones

Production Manager

Stephen Sadler

Editorial Coordinator

Myrna Jacobs

Sustainable Association Solutions, Copy and Production Editor

 

 

The editors of the Journal for Research in Mathematics Education (JRME) encourage the submission of a variety of manuscripts.

Manuscripts must be submitted through the JRME Online Submission and Review System

Research Reports

JRME publishes a wide variety of research reports that move the field of mathematics education forward. These include, but are not limited to, various genres and designs of empirical research; philosophical, methodological, and historical studies in mathematics education; and literature reviews, syntheses, and theoretical analyses of research in mathematics education. Papers that review well for JRME generally include these Characteristics of a High-Quality Manuscript. The editors strongly encourage all authors to consider these characteristics when preparing a submission to JRME. 

The maximum length for Research Reports is 13,000 words including abstract, references, tables, and figures.

Brief Reports

Brief reports of research are appropriate when a fuller report is available elsewhere or when a more comprehensive follow-up study is planned.

  • A brief report of a first study on some topic might stress the rationale, hypotheses, and plans for further work.
  • A brief report of a replication or extension of a previously reported study might contrast the results of the two studies, referring to the earlier study for methodological details.
  • A brief report of a monograph or other lengthy nonjournal publication might summarize the key findings and implications or might highlight an unusual observation or methodological approach.
  • A brief report might provide an executive summary of a large study.

The maximum length for Brief Reports is 5,000 words including abstract, references, tables, and figures. If source materials are needed to evaluate a brief report manuscript, a copy should be included.

Manuscripts must be submitted through the JRME Online Submission and Review System

Other correspondence regarding manuscripts for Research Reports or Brief Reports should be sent to

Patricio Herbst, JRME Editor, jrme@nctm.org.

Research Commentaries

The journal publishes brief (5,000 word), peer-reviewed commentaries on issues that reflect on mathematics education research as a field and steward its development. Research Commentaries differ from Research Reports in that their focus is not to present new findings or empirical results, but rather to comment on issues of interest to the broader research community. 

Research Commentaries are intended to engage the community and increase the breadth of topics addressed in JRME. Typically, Research Commentaries

  • address mathematics education research as a field and endeavor to move the field forward;
  • speak to the readers of the journal as an audience of researchers; and
  • speak in ways that have relevance to all mathematics education researchers, even when addressing a particular point or a particular subgroup.

Authors of Research Commentaries should share their perspectives while seeking to invite conversation and dialogue, rather than close off opportunities to learn from others, especially those whose work they might be critiquing. 

Foci of Research Commentaries vary widely. They may include, but are not restricted to the following:

  • Discussion of connections between research and NCTM-produced documents
  • Advances in research methods
  • Discussions of connections among research, policy, and practice
  • Analyses of trends in policies for funding research
  • Examinations of evaluation studies
  • Critical essays on research publications that have implications for the mathematics education research community
  • Interpretations of previously published research in JRME that bring insights from an equity lens
  • Exchanges among scholars holding contrasting views about research-related issues

Read more about Research Commentaries in our May 2023 editorial

The maximum length for Research Commentaries is 5,000 words, including abstract, references, tables, and figures.

Manuscripts must be submitted through the JRME Online Submission and Review System

Other correspondence regarding Research Commentary manuscripts should be sent to: 

Daniel Chazan, JRME Research Commentary Editor, jrme-rc@nctm.org.

Tools for Authors

The forms below provide information to authors and help ensure that NCTM complies with all copyright laws: 

Student Work Release

Photographer Copyright Release

Video Permission

 

Want to Review?

Find more information in this flyer about how to become a reviewer for JRME

The Journal for Research in Mathematics Education is available to individuals as part of an NCTM membership or may be accessible through an institutional subscription.

The Journal for Research in Mathematics Education (JRME), an official journal of the National Council of Teachers of Mathematics (NCTM), is the premier research journal in math education and devoted to the interests of teachers and researchers at all levels--preschool through college.

JRME is published five times a year—January, March, May, July, and November—and presents a variety of viewpoints. Learn more about JRME.

  • Collapse
  • Expand