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.
This editorial argues that the promotion of research in mathematics education, particularly in the present moment in the United States, requires deliberate thinking about how doctoral preparation supports the development of the human infrastructure for research.
We assessed the efficacy of two spatial learning programs grounded in early years learning pedagogical theory to improve numeracy performance in preschool. Engagement with a play-based spatial program led to better overall spatial reasoning and transferred to better numeracy compared with a business-as-usual control, underscoring the importance of embedding spatial learning within strong pedagogy and authentic preschool contexts. Engagement with the same spatial program using a spatialized curriculum (e.g., gesture, sketching) showed large additive effects, highlighting the role of spatial reasoning tools to support transfer of spatial reasoning to numeracy. The effects of the two interventions were moderated by spatial reasoning, with children with lower spatial reasoning making the most gains in numeracy.
We conduct a critical review to explore how research on mathematics classroom assessment has positioned students (127 studies, 2015–2020). Our analysis shows how research has positioned students as passive recipients of assessment by portraying assessment through discourses of measurement and cognition. Conversely, students are positioned as active agents in their own learning through discourses of empowerment and monitoring. Finally, a discourse of performativity portrays classroom assessment as a way to promote results in large-scale assessments. These five discourses summarize how research produces knowledge about mathematics assessment and, in doing so, positions students as social agents with certain roles and responsibilities. Our review challenges assessment research communities to rethink how students are positioned in mathematics assessment.
In this Research Commentary, we address a call to translate qualitative educational research into practice by highlighting the potential of the qualitative synthesis methodology, which thus far has had limited guidelines and exemplars in mathematics education research. We contribute methodological guidance on one qualitative synthesis approach, meta-aggregation, by sharing experiences and lessons learned from using this approach in mathematics education. We discuss how and why researchers can normalize the use of this synthesis approach to influence policies and practices in mathematics teaching and learning. By sharing our experiences and insights on meta-aggregation components, we aim to support and motivate future development and application of qualitative synthesis in mathematics education research.
A thank you to the people who reviewed manuscripts for JRME.
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 |
|
Sandra Crespo |
Michigan State University; Associate Editor |
|
Karl Kosko |
Kent State University; Associate Editor |
| Percival Matthews | University of Wisconsin–Madison; 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 California–Los 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.
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—
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:
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:
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.
