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.
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.
In this article, we argue that although mathematics educators are concerned about social issues, minimal attention has been paid to student–student interactions outside the classroom. We discuss social network analysis as a methodology for studying such interactions in the context of an undergraduate course. We present results on the questions: Who studies with whom? What are students’ study habits, and are these systematically related to the habits of those with whom they interact? Do individual and collaborative study habits predict attainment? We discuss the implications of these findings for research on undergraduate learning and on social issues in mathematics education, suggesting that social network analysis may provide a bridge between mathematics education researchers who focus on cognitive and on social issues.
To design and improve instruction in mathematical proof, mathematics educators require an adequate definition of proof that is faithful to mathematical practice and relevant to pedagogical situations. In both mathematics education and the philosophy of mathematics, mathematical proof is typically defined as a type of justification that satisfies a collection of necessary and sufficient conditions. We argue that defining the proof category in this way renders the definition incapable of accurately capturing how category membership is determined. We propose an alternative account—proof as a cluster category—and demonstrate its potential for addressing many of the intractable challenges inherent in previous accounts. We will also show that adopting the cluster account has utility for how proof is researched and taught.
Normative discourse about probability requires shared meanings for disciplinary vocabulary. Previous research indicates that students’ meanings for probability vocabulary often differ from those of mathematicians, creating a need to attend to developing students’ use of language. Current standards documents conflict in their recommendations about how this should occur. In the present study, we conducted microgenetic research to examine the vocabulary use of four students before, during, and after lessons from a cycle of design-based research attending to probability vocabulary. In characterizing students’ normative and nonnormative uses of language, we draw implications for the design of curriculum, standards, and further research. Specifically, we illustrate the importance of attending to incrementality, multidimensionality, polysemy, interrelatedness, and heterogeneity to foster students’ probability vocabulary development.
Students’ attitudes toward mathematics and the strength of their mathematics preparation typically go hand in hand such that their specific effects are difficult to disentangle. Employing the method of propensity weighting of a continuous variable, we built hierarchical linear models in which mathematics attitudes and preparation are uncorrelated. Data used came from a national survey of U.S. college students taking introductory calculus (N = 5,676). A 1-standard-deviation increase in mathematics preparation predicted a 4.72-point higher college calculus grade, whereas a 1-standard-deviation increase in mathematics attitudes resulted in a 3.15-point gain. Thus, the effect of mathematics preparation was about 1.5 times that of mathematics attitudes. The two variables did not interact, nor was there any interaction between gender and these variables.
The Journal for Research in Mathematics Education is published online and in print 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,
- Book reviews.
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 Jinfa Cai, 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
|
Jinfa Cai |
University of Delaware; Editor |
|
Patricio Herbst |
University of Michigan; Editor-Designate |
|
Charles Hohensee |
University of Delaware: Associate Editor |
|
Anne Morris |
University of Delaware: Associate Editor |
|
Stephen Hwang |
University of Delaware: Assistant Editor |
|
Victoria Robison |
University of Delaware: Staff Assistant |
|
Sarah Theule Lubienski |
Indiana University; Book Review Editor |
|
Randall Groth |
Salisbury University, Monograph Editor |
|
Steve Williams |
Brigham Young University; Research Commentary Editor |
Editorial Panel
|
Susan B. Empson |
University of Missouri, Columbia; Chair |
|
Jeff Shih |
University of Nevada Las Vegas; Board of Directors Liaison |
|
Dor Abrahamson |
University of California Berkeley |
|
Dan Battey |
Rutgers Graduate School of Education |
|
Jonathan D. Bostic |
Bowling Green State University |
|
Amanda Jansen |
University of Delaware |
|
Nicole M. Joseph |
Vanderbilt University |
|
Amy Parks |
Michigan State University |
|
Erica N. Walker |
Columbia University, New York |
|
Jesse L. M. Wilkins (Jay) |
Virginia Tech, Blacksburg, Virginia |
|
Marcy B. Wood |
University of Arizona, Tucson |
|
Jamaal Young |
University of Iowa |
|
Rina Zazkis |
Simon Fraser University, Burnaby, British Columbia |
|
David E. Barnes |
NCTM, Reston, Virginia; Staff Liaison |
International Advisory Board
|
Lara Alcock |
England |
|
Gülseren Karagöz Akar |
Turkey |
|
Charalambos Charalambous |
Cyprus |
|
Jagusthing Daya Dindyal |
Singapore |
|
Luz Valoyes-Chávez |
Chile |
|
Margaret Walshaw |
New Zealand |
Headquarters Journal Staff
|
David E. Barnes |
Associate Executive Director for Research, Learning and Development |
|
Ken Krehbiel |
Executive Director |
|
Eleanore Tapscott Aisha Jamil |
Director of Publications Senior Copy and Production Editor (Consultant) |
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. Note: As of October 2, 2019, JRME changed submission systems. Papers submitted before October 2 will be adjudicated in the former review system. All new submissions (from October 2, 2019 and onwards) are processed in the new 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 non-journal 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:
Jinfa Cai, JRME Editor, jrme@nctm.org
Patricio Herbst, Editor Designate c/o JRME, jrme@nctm.org
Research Commentaries
JRME publishes brief, peer-reviewed commentaries on issues pertaining to mathematics education research. 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. Commentaries are intended to engage the community and increase the breadth of topics published in JRME.
Topics for this section may include, but are not restricted to:
- Discussion of connections between research and Principles to Actions
- Commentaries on research methods
- Discussions of connections between research, policy, and practice
- Analyses of trends in policies for funding research
- Examinations of evaluation studies
- Critical essays on research publications
- Commentaries or interpretations of previously published research in JRME that bring insights from an equity lens
- Exchanges among scholars holding contrasting views about research-related issues
The maximum length for Research Commentaries is 5,000 words including abstract, references, tables, and figures.
Correspondence regarding manuscripts should be sent to:
Daniel Chazan, JRME Research Commentary Editor, dchazan@umd.edu
Tools for Authors
The forms below provide information to authors and help ensure that NCTM complies with all copyright laws
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.
Powered by PubFactory