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Editorial Policy and Information for Authors
in the Research in Collegiate Mathematics Education Volumes 

Editorial Policy

Papers published in these volumes will collectively serve both pure and applied purposes, contributing to the field of research in collegiate mathematics education and informing the direct improvement of post-secondary mathematics instruction. The dual purposes imply overlapping audiences and articles will vary in their relationship to these purposes. The best papers, however, will interest both audiences and serve both purposes. Please consult past RCME volumes for examples of accepted articles.


We invite papers reporting on research that addresses any and all aspects of collegiate 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, transition to collegiate mathematics, 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 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 collegiate mathematics education.

Review Procedures

All papers, including invited submissions, will be evaluated by a minimum of three referees. 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. RCME uses a double-blind reviewing system. Reviewers do not know authors’ identities and authors do not know reviewers’ identities. Papers of any reasonable length will be considered, but the likelihood of acceptance will be smaller for very large manuscripts.


Questions regarding potential manuscripts should be submitted by email to one of the current editors of RCME:

Derek Holton
Pat Thompson

Subsequent correspondence for accepted manuscripts may be with the production editor or with the volume editor who has been assigned primary responsibility for decisions regarding the manuscript.

Submitting a Manuscript

Manuscripts should have 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.

All manuscripts should be submitted electronically at as a .doc (Microsoft Word document) or as a .rtf (Rich Text Format) document. See the RCME checklist for steps in the submission process.

Authors of accepted manuscripts will receive further instructions on putting them into final form using tools provided by AMS TeX.