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.

We present findings from a study about obstacles that Black students who succeeded in developmental mathematics in community college reported having endured in those mathematics classrooms. To understand the types of obstacles that can arise for students in these classrooms, we analyze data using two frameworks: mathematics identity and dimensions of mathematics classrooms. Study participants faced obstacles in three categories: (a) impressions of faculty’s instructional practices for problem solving; (b) negative race-related perceptions they believed classmates had about them; and (c) perceptions about instructors’ expectations. These findings contribute to literature on Black students’ progress in mathematics by identifying obstacles experienced by students who achieve in these courses and can also inform professional development learning for mathematics faculty.

Emergent graphical shape thinking (EGST) involves interpreting or constructing a graph as dynamically generated, which is useful across science, technology, engineering, and mathematics fields. Although evidence suggests that students as young as middle school can engage in EGST with support, other research indicates most college students and U.S. teachers do not spontaneously engage in such reasoning when potentially productive. We describe a local instruction theory (LIT) to support middle school students developing EGST as part of their graphing meanings. We then present a case study to show how two students engaged with a task sequence designed with the LIT in mind to develop meanings for EGST. This article illustrates general principles researchers and educators could use to promote students’ graphing meanings.

Mathematics education researchers concerned with justice and rehumanizing mathematics education are increasingly calling for research that takes seriously the values, commitments, and voices of the communities for which the research is most consequential. Exclusion of or superficial engagement with these perspectives and experiences in research and design processes have perpetuated deficit perspectives of minoritized communities, rendering them simply the object of reform efforts. Consequently, this Research Commentary conceptualizes a participatory turn in mathematics education research, offering a set of commitments that guide and examine the possibilities and tensions of such a 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

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

Theodore 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


Faaiz Gierdien

South Africa

Ghislaine Gueudet


Haiyue Jin


Oh Nam Kwon

South Korea

Thomas Lowrie


Luis Pino-Fan



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,

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.

Correspondence regarding Research Commentary manuscripts should be sent to: 

Daniel Chazan, JRME Research Commentary Editor,

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.

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