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 article proposes and employs a framework that characterizes mathematics education as a white, patriarchal space to analyze undergraduate Black women’s narratives of experience in navigating P–16 mathematics education. The framework guided a counter-storytelling analysis that captured variation in Black women’s experiences of within-group tensions—a function of internalized racial-gendered ideologies and normalized structural inequities in mathematics education. Findings revealed variation in Black women’s resilience through coping strategies for managing such within-group tensions. This analysis advances equity-oriented efforts beyond increasing Black women’s representation and retention by challenging the racialized-gendered culture of mathematics. Implications for educational practice and research include ways to disrupt P–16 mathematics education as a white, patriarchal space and broaden within-group solidarity, including Sisterhood among Black women.
What does it mean to be “good-at-math,” and how is it determined? defined the normative identity of mathematics classrooms as the obligations that students must meet to be considered good-at-math. Obligations are negotiated between teachers and students through series of bids. Normative identities reveal distributions of agency and authority within classrooms, which affect learning opportunities for students. Traditionally, mathematics teachers held the predominance of agency and authority in classrooms. Research supports shifting toward more equitable teaching and learning (e.g., ). Clear examples of enacting and supporting changes are helpful. This article shares how sixth-grade students and their teacher co-constructed good-at-math to invite and obligate students to become active agents in mathematical argumentation.
Even when parents have the time required to support their children’s education, they can increase their children’s anxiety about school when they try to help, especially if they are not confident in their own abilities. This study measures the effects of having parents complete nonacademic schoolwork with their teenage children. Half of the 422 participating parents were randomly assigned to receive weekly assignments for nonacademic activities to complete with their children, whereas the other half received information about upcoming mathematics tests. Mathematics-anxious students benefited from working on the nonacademic assignments, performing significantly better on their mathematics tests and decreasing their mathematics anxiety after treatment. These findings highlight the importance of involving parents in ways that feel nonthreatening to their children.
Supporting students in making mathematical arguments is an important part of discourse practices in mathematics classrooms. Differences in teachers’ support for collective argumentation have been observed and documented, and the importance of the teacher’s role in supporting collective argumentation is well established. This article seeks to explain differences in teachers’ support for argumentation by examining two student teachers’ beliefs about mathematics, teaching, and proof to see which beliefs are visible in their support for argumentation. Assisted by a framework for argumentation and a commitment to teachers’ beliefs and actions as sensible systems, we found that teachers’ beliefs about the role of the teacher, particularly with respect to giving explanations, were more visible in their support for collective argumentation than other beliefs about mathematics or proof.
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:
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 |
Daniel Chazan |
University of Maryland; Research Commentary Editor |
Editorial Panel
Amy Parks |
Michigan State University; Chair |
Jennifer Suh |
George Mason University; Board of Directors Liason |
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 |
Karl Kosko |
Kent State University |
Ami Mamolo |
Ontario Tech 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 |
Gülseren Karagöz Akar |
Turkey |
Oh Nam Kwon |
South Korea |
Thomas Lowrie |
Australia |
Luz Valoyes-Chávez |
Chile |
Margaret Walshaw |
New Zealand |
Headquarters Journal Staff
David E. Barnes |
Associate Executive Director |
Ken Krehbiel |
Executive Director |
Eleanore Tapscott |
Director of Publications |
Tristan Coffelt |
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.
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 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.