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.

Research focused on learning mathematics in a 2nd language is generally located in individual 2nd-language contexts. In this ethnographic study, I investigated mathematics learning in 4 different second-language contexts: a mainstream classroom, a sheltered classroom for Indigenous students, a welcome class for new immigrants, and a French-immersion classroom. The study was framed by a view of learning as socialization and the Bakhtinian notion of centripetal and centrifugal language forces. I present 7 socialization events that were particularly salient in 1 or more of the classrooms. For each socialization event, I identify various socialization practices. Based on a comparison of socialization practices in the 4 classrooms, I propose a distinction between language positive and language neutral mathematics classrooms. In language positive mathematics classrooms, students’ socialization into mathematics and language includes explicit attention to different aspects of language use in mathematics. In language neutral mathematics classrooms, the role of language in mathematics tends to be implicit.

Productive struggle—expending effort to make sense of something beyond one’s current level of understanding—aids in learning mathematics concepts and procedures. In this study, we surveyed 197 parents with children in the 1st to the 5th grade on their beliefs about productive struggle. Beliefs were assessed via questionnaire and rating of a recorded lesson involving productive struggle. Parents also reported how often they helped with math homework and their child’s ability in math. The results show that parents had diverse beliefs about the efficacy of productive struggle, with fathers favoring it more than mothers. A significant relation was found between parents’ beliefs about productive struggle and reports of their child’s ability in math. The findings of this study suggest that for productive struggle to be effective, parents must intentionally facilitate experiences through student-centered approaches. Programs for parents should emphasize specific evidence-based behaviors rather than broad generalizations about increased involvement with homework. Schools and educators should also provide guidance for parents to explain the potential harmful effects of gender stereotypes and parents’ own math anxiety and to teach methods for limiting homework interaction while students grapple with difficult problems.

Textbooks are a standard component of undergraduate mathematics courses, but research shows that students often do not view textbooks as productive resources to support learning. This article seeks to understand the factors affecting how individuals engage in reading a calculus textbook excerpt and what they learn from reading. To better understand the separate roles of background knowledge and other reading practices, we compare 2 readers: a 2nd-semester calculus student and a nonmathematics STEM professor. We employ the concepts of sense making and the implied reader to analyze each reader’s experience and a disciplinary literacy perspective to explain the similarities and differences we find between the 2 readers. We propose the concept of didactical disciplinary literacy—an adaptation of disciplinary literacy applied to didactical texts—to describe the ways that the professor drew on his identity as a teacher to shape his reading practices.

A major influence on mathematics teachers’ instruction is their beliefs. However, teachers’ instructional practices do not always neatly align with their beliefs because of factors perceived as constraints. The purpose of this article is to introduce a new approach for examining the relationship between teachers’ beliefs and practices, an approach that focuses on specific instructional practices that support the development of students’ conceptual understanding and on mismatches that occur between what teachers believe to be important and what they report actually doing in the classroom. We also examine the relationship between teachers’ self-reported constraints and mismatches between teachers’ beliefs and practices.

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

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


Gülseren Karagöz Akar


Charalambos Charalambous


Jagusthing Daya Dindyal


Luz Valoyes-Chávez


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,

Patricio Herbst, Editor Designate c/o JRME,

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,

Tools for Authors

The forms below provide information to authors and help ensure that NCTM complies with all copyright laws

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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.