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.

Author:

This article describes a historical case study of E. J. Edmunds, a Black mathematics student and teacher in 19th-century New Orleans. Edmunds’s career as a student and then teacher of mathematics, which stretched from the antebellum era through Reconstruction and into segregation, was filled with obstacles and indignities but also with improbable successes. Edmunds proved to be among the world’s top mathematical talents in 1871 by passing the grueling admissions exam for France’s École Polytechnique. The purpose of the present article is to examine the implications that this historically rare example of Black mathematical achievement in the 19th century has for metanarratives of Black obstacles and achievement in mathematics education.

This Research Commentary responds to the March 2022 issue of JRME. To discuss the four articles in the issue across their diverse approaches to equity, the authors propose a socio-ecological framework for mapping research in mathematics education. The framework focuses on the layers of social activity that each study addresses, both analytically and with respect to implications. Using their analysis of the articles in the issue, the authors identify strengths in mathematics education research and areas in which more work is needed.

This Research Commentary draws on the articles in the March 2022 issue of JRME, engaging with the notion of labor as a key concept to push the field toward novel understandings of equity in mathematics education. We introduce the concepts of identity work and racialized emotions to provide an alternative reading of the articles in that issue, arguing that attention to the interplay of these two concepts is vital to consider issues of equity because mathematics identity intersects with race, gender, class, and sexuality, among other social identities historically marginalized in the classroom. We argue that a focus on such interplay could help to revitalize the discourse on equity in mathematics education across the globe.

The practice of futurity within Indigenous communities has existed since time immemorial, with past, present, and future intertwined and with a focus on (re)membering and healing. As futurity becomes more popular in mainstream venues, it raises questions about how it will affect mathematics education (research). This Commentary makes an argument for desire-based research frameworks and Indigenous futurity praxis as key components of a spiritual turn, somewhat distinct from the sociopolitical turn our field took about a decade ago. I analyze some of the equity issues that arose in the March 2022 issue of JRME, raise three important questions to consider in our research, and offer suggestions so that we may embrace a spiritual turn.

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
Percival Matthews University of Wisconsin - Madison; Associate Editor
Erin Lichtenstein

University of Michigan; Assistant Editor

Michael Ion

University of Michigan; Editorial Assistant

Daniel Chazan University of Maryland; Research Commentary Editor


Editorial Panel 

Karl Kosko

Kent State University; Chair

Jennifer Suh

George Mason University; Board of Directors Liaison

Lillie Albert

Boston College

Tutita Casa

University of Connecticut

Teddy Chao               

Ohio State University                

Toya Frank

George Mason University

Luis Levya

Vanderbilt University

Ami Mamolo

Ontario Tech University

Kate Melhuish

Texas State University

Chandra Orrill

University of Massachusetts Dartmouth

Eva Thanheiser

Portland State University

Annie Wilhelm

Southern Methodist University

William Zahner

San Diego State University

David E. Barnes

NCTM, Reston, Virginia; Staff Liaison

 

International Advisory Board  

Sigrid Blömeke

Norway

Faaiz Gierdien

South Africa

Ghislaine Gueudet

France

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 

Sandy Jones

Production Manager

 

 

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.

Correspondence regarding manuscripts for Research Reports or Brief Reports should be sent to

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

Research Commentaries

JRME publishes brief, peer-reviewed commentaries on issues pertaining to mathematics education research. 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.  Commentaries are intended to engage the community and increase the breadth of topics published in JRME

Topics for this section may include, but are not restricted to the following:

  • Discussion of connections between research and Principles to Actions
  • Commentaries on research methods
  • Discussions of connections between research, policy, and practice
  • Analyses of trends in policies for funding research
  • Examinations of evaluation studies
  • Critical essays on research publications
  • Commentaries or interpretations of previously published research in JRME that bring insights from an equity lens
  • Exchanges among scholars holding contrasting views about research-related issues

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

Correspondence regarding Research Commentary manuscripts should be sent to 

Daniel Chazan, JRME Research Commentary Editor, dchazan@umd.edu.

Tools for Authors

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

Student Work Release

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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.

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