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Craig J. Cullen and Joshua T. Hertel
Rather than centering technology, we need to view tools as raw materials that students can use strategically to build mathematical knowledge.
Joshua T. Hertel and Tami S. Martin
The November 2013 issue of JRME marks the end to the 44th volume. Looking back on the history of the journal, many things have changed since the first issue was published in January 1970. In particular, the process through which manuscripts are submitted, reviewed, and published has changed greatly. Gone are the days of mailed manuscripts and reviews. As the journal has matured with the field of mathematics education, the standards and expectations for both manuscripts and reviews have also evolved. These standards and expectations are to a great extent influenced by the peer-review process and are thereby linked to the practice of blinding. When submitting a manuscript to JRME, authors must submit both a blinded and an unblinded version. The blinded version is sent to reviewers, and the unblinded version is used by the editorial staff. Although other journals use a single-blind process (reviewers are aware of the identities of the authors) or an open review process (both parties are aware of the others' identities), the JRME review process remains a double-blind process in which neither authors nor reviewers are aware of the others' identities.
Craig J. Cullen, Joshua T. Hertel, and Sheryl John
Technology can be used to manipulate mathematical objects dynamically while also facilitating and testing mathematical conjectures. We view these types of authentic mathematical explorations as closely aligned to the work of mathematicians and a valuable component of our students' educational experience. This viewpoint is supported by NCTM and the Common Core State Standards for Mathematics (CCSSM).
Cynthia W. Langrall, Tami S. Martin, Nerida F. Ellerton, Joshua T. Hertel, and Amanda L. Fain
There are many venues for engaging in scholarly discourse about mathematics education, including conferences, webinars, social networking sites, blogs, university classes, and colloquia. Given the dynamic nature of these forums, one might lose sight of the role of academic journals in contributing to scholarly discourse in the field. The integrity of JRME and the high standards to which its publications are held support the notion of the journal as an archive, a means for recording and disseminating knowledge. However, JRME also influences the direction of mathematics education research and contributes to the ongoing discourse of the mathematics education community.
