The Practice of Reviewing and Its Proactive Role in Building the Field of Mathematics Education Research

Author: Patricio Herbst1, Daniel Chazan2, Sandra Crespo3, Percival G. Matthews4, and Erin K. Lichtenstein1
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  • 1 University of Michigan
  • | 2 University of Maryland
  • | 3 Michigan State University
  • | 4 University of Wisconsin–Madison
Volume/Issue:
Volume 53: Issue 3
Page(s):
174–180
DOI:
https://doi.org/10.5951/jresematheduc-2022-0013
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In past editorials (e.g., Herbst et al., 2021), we have discussed several aspects of our field’s research infrastructure. Journals such as JRME are key elements of the infrastructure of a field of research: As institutions, journals curate, disseminate, and archive the research output of a field. To accomplish that, many individuals and practices are needed. A salient practice in the production of journal articles is that of peer review, to which we dedicate this editorial.

From a journal-centric perspective, the peer review process supports the production of the journal by helping editors select content to be

Footnotes

We appreciate comments on an earlier version from Vilma Mesa, Elena Nardi, Jack Smith, and Dorothy Y. White.

Journal for Research in Mathematics Education
Cover Journal for Research in Mathematics Education

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2022
Page Count:
00
Article Category:
Research Article
Print Publication Date:
01 May 2022
Online Publication Date:
May 2022
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