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| Journal for Research in Mathematics Education | |
|---|---|
| Title | Journal for Research in Mathematics Education |
| Discipline | Mathematics Research; Mathematics Education |
| Abbreviation | JRMEd |
| Editor | Dale Seymour |
| Publisher | National Council of Teachers of Mathematics |
| Country | United States |
| Frequency | Quarterly |
| History | 1970–present |
Journal for Research in Mathematics Education is a peer-reviewed scholarly periodical focusing on empirical and theoretical studies in the pedagogy and cognition of Mathematics learning and teaching. It is published by National Council of Teachers of Mathematics and is widely read by researchers affiliated with institutions such as Harvard University, Stanford University, University of Michigan, University of Cambridge, and Massachusetts Institute of Technology. Authors and readers include scholars from University of Oxford, University of California, Berkeley, Columbia University, University of Chicago, and University of Toronto.
The journal was established amid debates involving organizations like National Council of Teachers of Mathematics and researchers connected to American Educational Research Association, International Group for the Psychology of Mathematics Education, Mathematical Association of America, Society for Research in Child Development, and universities such as Yale University and Princeton University. Early editorial boards featured scholars working with centers at Ohio State University, Purdue University, University of Illinois at Urbana-Champaign, University of Wisconsin–Madison, and Stanford University. The journal’s development paralleled conferences like International Congress of Mathematicians, AERA Annual Meeting, ICME, European Society for Research in Mathematics Education gatherings, and initiatives at institutes including Carnegie Mellon University and University of California, Los Angeles.
The journal publishes research across topics studied by investigators at institutions such as Teachers College, Columbia University, Rutgers University, Duke University, University of Pennsylvania, and University of Maryland. Typical contributions investigate issues connected to curricula adopted by bodies like National Council of Teachers of Mathematics, assessments used by Educational Testing Service, and standards influenced by meetings at US Department of Education-linked forums. Articles often cite theoretical frameworks originating from work by figures associated with Stanford University, University of Chicago, Columbia University, Vanderbilt University, and University of Washington and reference methodologies developed at centers such as SRI International, RAND Corporation, Brookings Institution, Institute of Education Sciences, and National Science Foundation. Topics intersect with research produced by scholars at University of Minnesota, Michigan State University, Arizona State University, University of North Carolina at Chapel Hill, and Indiana University Bloomington.
The editorial process involves boards that have included members affiliated with University of California, Santa Barbara, University of Southern California, New York University, University of Texas at Austin, and Texas A&M University. Peer review engages reviewers from University of Oxford, University of Cambridge, University of Melbourne, University of Sydney, and University of Auckland. Policies on ethics and authorship refer to norms associated with organizations like Committee on Publication Ethics, professional committees linked to American Mathematical Society, Society for Research in Child Development, and guidelines used by American Educational Research Association and Royal Society-associated ethics codes. Decisions and appeals processes reflect practices seen at journals such as Science, Nature, Proceedings of the National Academy of Sciences, Annals of Mathematics, and Journal of the American Statistical Association.
The journal is abstracted and indexed in major services used by scholars at EBSCOhost, ProQuest, JSTOR, Scopus, and Web of Science. Bibliographic records interact with libraries at Library of Congress, British Library, National Library of Australia, Bibliothèque nationale de France, and Deutsche Nationalbibliothek. Citation metrics are tracked by services provided by Clarivate Analytics, Elsevier, Google Scholar, CrossRef, and WorldCat collections held by institutions like University of Edinburgh, Trinity College Dublin, McGill University, University of British Columbia, and King's College London.
Scholars from Harvard Graduate School of Education, Stanford Graduate School of Education, University of Chicago School of Education, Teachers College, Columbia University, and University College London frequently cite the journal. It is discussed at conferences such as AERA Annual Meeting, ICME, NCTM Annual Meeting, European Society for Research in Mathematics Education forums, and workshops at Institute for Advanced Study. Reviews and commentaries appear in outlets affiliated with Mathematical Association of America, American Mathematical Society, International Mathematical Union, Society for Research in Child Development, and policy discussions at Organisation for Economic Co-operation and Development meetings.
Notable articles have been authored by researchers associated with University of California, Berkeley, University of Michigan, University of Wisconsin–Madison, University of Illinois Urbana-Champaign, and Boston College. Special issues have been guest-edited by scholars from Drexel University, University of Toronto, Arizona State University, University of Nottingham, and University of Southampton. The journal has published influential pieces that intersect with work from Piaget-influenced researchers at University of Geneva, Vygotsky-related scholars at Moscow State University, and cognitive researchers at Massachusetts Institute of Technology, Princeton University, and Yale University.
Publication logistics are managed through offices connected to National Council of Teachers of Mathematics, with distribution channels utilized by academic libraries at Columbia University, University of Pennsylvania, New York Public Library, Harvard University Library, and University of Michigan Library. Subscription and access models mirror those used by publishers such as Wiley-Blackwell, Springer Nature, Elsevier, Taylor & Francis, and SAGE Publications. Digital archiving and preservation involve services like LOCKSS, Portico, CLOCKSS, HathiTrust, and institutional repositories at MIT Libraries, Stanford University Libraries, University of California, and Harvard Library.
Category:Mathematics journals