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.

Empirical evidence exists that enhancing students’ language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589) investigates differential effects for these extended target groups, comparing two language-responsive interventions (with or without vocabulary work) and a control group. The regression analysis reveals that all students significantly deepened their conceptual understanding in both interventions. Unlike what was anticipated, multilingual students’ growth of conceptual understanding had no significant additional benefit from integrated vocabulary work. These findings call for promoting language-responsive mathematics instruction for all students and for using a discursive rather than a vocabulary focus.

We investigated how the time elementary preservice teachers (PSTs) spent studying certain mathematics topics during teacher education coursework was related to performance on teaching-related tasks administered after graduation. In two studies, participants completed tasks assessing their specialized content knowledge (SCK) for teaching 12 mathematical topics addressed to varying degrees in the preparation program. We found that instructional time was positively associated with SCK demonstrated both immediately postgraduation and 2 years later. Several possible confounding factors were assessed; one, entering PSTs’ average SCK for topics, appeared to influence the relationship. Accounting for professional learning postgraduation, such as attending professional development, did not change the underlying relationship. Considering these findings, we identify policy implications for the mathematics curriculum of PST education.

This article contributes to the larger narrative around what makes a mathematics professional development (PD) successful and in what ways. We share a research-based PD model that was implemented in elementary schools in an urban school district for 3 years. The model uses a pseudo lesson study approach and emphasizes standards-based instruction. We found that teachers made gains in knowledge and instruction quality. However, whereas some students saw gains on standardized assessments, this was the case only for students who were not members of historically minoritized groups (Black/Latino), countering our assumptions that the PD would lead to equitable achievement results. We conclude with a discussion of how a colorblind approach to PD may account for the inequitable results.

This Research Commentary addresses the need for an instrument abstract—termed an Interpretation and Use Statement (IUS)—to be included when mathematics educators present instruments for use by others in journal articles and other communication venues (e.g., websites and administration manuals). We begin with presenting the need for IUSs, including the importance of a focus on interpretation and use. We then propose a set of elements—identified by a group of mathematics education researchers, instrument developers, and psychometricians—to be included in the IUS. We describe the development process, the recommended elements for inclusion, and two example IUSs. Last, we present why IUSs have the potential to benefit end users and the field of mathematics education.

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  

Sigrid Blömeke

Norway

Faaiz Gierdien

South Africa

Ghislaine Gueudet

France

Haiyue Jin

China

Oh Nam Kwon

South Korea

Thomas Lowrie

Australia

Luis Pino-Fan

Chile

 

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: 

Student Work Release

Photographer Copyright Release

Video Permission

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.