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Issues in Math Ed Home |
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Editorial Policy | RCME Editorial Policy
The papers published in these volumes will serve both pure and applied purposes, contributing to the field of research in undergraduate mathematics education and informing the direct improvement of undergraduate mathematics instruction. The dual purposes imply dual but overlapping audiences and articles will vary in their relationship to these purposes. The best papers, however, will interest both audiences and serve both purposes.
We invite papers reporting on research that addresses any and all aspects of undergraduate mathematics education. Research may focus on learning within particular mathematical domains. It may be concerned with more general cognitive processes such as problem solving, skill acquisition, conceptual development, mathematical creativity, cognitive styles, etc. Research reports may deal with issues associated with variations in teaching methods, classroom or laboratory contexts, or discourse patterns. More broadly, research may be concerned with institutional arrangements intended to support learning and teaching, e.g. curriculum design, assessment practices, or strategies for faculty development.
We expect and encourage a broad spectrum of research methods ranging from traditional statistically-oriented studies of populations, or even surveys, to close studies of individuals, both short and long term. Empirical studies may well be supplemented by historical, ethnographic, or theoretical analyses focusing directly on the educational matter at hand. Theoretical analyses may illuminate or otherwise organize empirically based work by the author or that of others, or perhaps give specific direction to future work. In all cases, we expect that published work will acknowledge and build upon that of others—not necessarily to agree with or accept others’ work, but to take that work into account as part of the process of building the integrated body of reliable knowledge, perspective and method that constitutes the field of research in undergraduate mathematics education.
All papers, including invited submissions, will be evaluated by a minimum of three referees, one of whom will be a Volume editor. Papers will be judged on the basis of their originality, intellectual quality, readability by a diverse audience, and the extent to which they serve the pure and applied purposes identified earlier.
Papers of any reasonable length will be considered, but the likelihood of acceptance will be smaller for very large manuscripts.
Manuscripts should be typed double-spaced, with citations and bibliographies according to the format of the American Psychological Association as described in the fifth edition of the Publication Manual of the American Psychological Association.
Note that the RCME volumes are produced for electronic submission to the AMS. Accepted manuscripts should be prepared using AMS-LaTeX and the
CBMS author packages available from the AMS Web site, http://www.ams.org/tex/author-info.html. Illustrations should also be prepared in a form suitable for electronic submission (namely, encapsulated postscript files).
Manuscripts and abstracts should be sent to the Editors at
rcme@asu.edu.
Subsequent correspondence will generally be with the volume editor who has been
assigned primary responsibility for decisions regarding the manuscript.
The current Editors are Fernando Hitt, Derek Holton, and Patrick Thompson.