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.
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.
In this final year of my term as editor-in-chief of JRME, I am sharing some reflections on what I have learned over the last 5 years in this role.
This study examined backward transfer, which we define as how students’ ways of reasoning about previously encountered concepts are modified when learning about new concepts. We examined the backward transfer produced when students learned about quadratic functions. We were specifically interested in how backward transfer may vary for students whose incoming conceptions about linear functions were at different levels of development. Our study comprised a two-week quadratic functions instructional unit emphasizing covariational reasoning bracketed by pre- and postassessments and interviews. Our analysis focused on four students with incoming linear functions conceptions at different levels of development. Findings revealed that students experienced different kinds of backward transfer. This study generated new insights into backward transfer in the context of mathematics education.
Algebra has been identified as a gatekeeper to careers in STEM, but little research exists on how algebra appears for practitioners in the workplace. Surveys and interviews were conducted with 77 STEM practitioners from a variety of fields, examining how they reported using algebraic functions in their work. Survey and interview reports suggest that linear functions may be ubiquitous in the workplace but that nonlinear functions are less often reported to be explicitly used. STEM practitioners report often using algebra functions as calculations or formulas rather than symbolic equations, and many justify the importance of algebra in its relation to statistics and data analysis. We provide recommendations for future research.
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:
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 |
|
Ilana Seidel Horn |
Vanderbilt University; Editor Designate |
|
Sandra Crespo |
Michigan State University; Associate Editor |
| Karl Kosko | Kent State University; Associate Editor |
| Erin Lichtenstein |
University of Michigan; Assistant Editor |
| Christine Austin |
Texas State University; Editorial Assistant |
| Tesha Sengupta-Irving | University of California, Berkeley; Research Commentary Editor |
Editorial Panel
| Luis Leyva |
Vanderbilt University; Chair |
|
Mike Steele |
Ball State University; Board of Directors Liaison |
| Lillie Albert |
Boston College |
|
Óscar Chávez |
Illinois State University |
|
Kristine Ho |
University of California-Los Angeles |
|
Jessica Hunt |
North Carolina State University |
|
Marsha Ing |
University of California, Riverside |
|
Marta Kobiela |
McGill University |
|
Rachel Lambert |
University of California, Santa Barbara |
|
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
|
Rosemary Callingham |
Australia |
|
Colin Foster |
United Kingdom |
|
Faaiz Gierdien |
South Africa |
|
Marja-Liisa Hassi |
Finland |
|
Aiso Heinze |
Germany |
|
Einat Heyd-Metzuyanim |
Israel |
|
Haiyue Jin |
China |
| 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 |
Special Issue Call: “Strengths Based Research at the Intersection of Mathematics and Disability”
In this special issue, we are seeking submissions for an unapologetically strengths-based approach to research and scholarship at the intersection of mathematics and disability. We seek research that examines and critiques taken-for-granted notions about neurodivergence, disability, and mathematics learning in classroom environments and beyond. View the call.
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.
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
Ilana Seidel Horn, 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—
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:
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:
Tesha Sengupta-Irving, JRME Research Commentary Editor, jrme-rc@nctm.org.
Editorial Policies
Artificial Intelligence (AI) Policy
Tools for Authors
The forms below provide information to authors and help ensure that NCTM complies with all copyright laws:
Photographer Copyright Release
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.
