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.
Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching.
This article investigates the implementation of inquiry-oriented instruction in 20 undergraduate mathematics classrooms. In contrast to conventional wisdom that active learning is good for all students, we found gendered performance differences between women and men in the inquiry classes that were not present in a noninquiry comparison sample. Through a secondary analysis of classroom videos, we linked these performance inequities to differences in women’s participation rates across classes. Thus, we provide empirical evidence that simply implementing active learning is insufficient, and that the nature of inquiry-oriented classrooms is highly consequential for improving gender equity in mathematics.
This article addresses why instructors choose to not use inquiry-oriented instructional practices (IO-IPs) even if they believe the practices are beneficial. A national sample of undergraduate mathematics instructors (N = 269) responded to questionnaires on their use of IO-IPs, beliefs on student learning, and recognition of professional obligations—their responsibilities toward various stakeholders including the individual student, mathematics as a discipline, the institution, and society (). Structural equation modeling indicates that learner-focused beliefs often predict the use of IO-IPs, but that recognition of some professional obligations can work in opposition to those beliefs. Future work advocating for instructional change could use this framework to provide instructors with resources that leverage their existing priorities.
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 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 |
| 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
|
Nicole M. Joseph |
Vanderbilt University; Chair |
|
Jennifer Suh |
George Mason University; Board of Directors Liason |
| Jonathan D. Bostic |
Bowling Green State University |
|
Tutita Casa |
University of Connecticut |
|
Teddy Chao |
Ohio State University |
|
Toya Frank |
George Mason University |
|
Amanda Jansen |
University of Delaware |
|
Karl Kosko |
Kent State University |
|
Ami Mamolo |
Ontario Tech University |
|
Kate Melhuish |
Texas State University |
|
Eva Thanheiser |
Portland State University |
|
Jamaal Young |
Texas A&M University |
|
William Zahner |
San Diego State University |
|
David E. Barnes |
NCTM, Reston, Virginia; Staff Liaison |
International Advisory Board
|
Lara Alcock |
England |
|
Sigrid Blömeke |
Norway |
| Ghislaine Gueudet |
France |
|
Oh Nam Kwon |
South Korea |
|
Thomas Lowrie |
Australia |
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, 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 the following:
- 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 Research Commentary 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.
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