About the Journal
The Journal of Mathematics Education at Teachers College (JMETC) is a recreation of an earlier publication by the Program in Mathematics and Education at Teachers College, Columbia University. As a peer-reviewed, semiannual journal, it is intended to provide dissemination opportunities for writers of practice-based or research contributions to the general field of mathematics education. Although each of the past issues of JMETC focused on a theme, the journal accepts articles related to any current topic in mathematics education, from which pertinent themes for future issues may be developed.
JMETC readers are educators from pre-kindergarten through 12th grade teachers, principals, superintendents, professors of education, and other leaders in education. Articles appearing in the JMETC include research reports, commentaries on practice, historical analyses, and responses to issues and recommendations of professional interest.
Aims and Scope
We seek high-quality, original submissions that shed light on any theme in mathematics education. We welcome papers describing research and classroom practice in mathematics education. JMETC has a distinctive niche in the world of education publishing. We seek conversational manuscripts that are insightful and helpful to mathematics educators. Articles should contain fresh information, possibly research-based, that gives practical guidance readers can use to improve practice. Examples from classroom experience are encouraged. Articles must not have been accepted for publication elsewhere.
The journal is converting primarily to electronic publication. All JMETC issues— including all future and archived issues—will be accessible and available for free electronically online at: jmetc.columbia.edu. To receive email notification when new issues are published, please register on the journal website. However, if you wish to continue to receive paper copies of the journal, please send an email to Ms. Juliana Fullon at firstname.lastname@example.org, including your name, affiliation, and mailing address.
The journal features full reports (approximately 3500 to 4500 words) and short reports (approximately 500 to 1500 words). Full reports describe findings from specific research, experiments, projects, innovations, or practices that contribute to advancing scholarly knowledge in mathematics education. Short reports (previously “Notes from the field”) provide examples, commentary, and/or dialogue about practices out in the field of mathematics education or mathematics teacher education; examples from classroom experience are encouraged.
Open Access and Copyright Policy
The Journal of Mathematics Eudcation at Teachers College is an open access journal which means that all content is freely available without charge to the user or his/her institution. All content published from 2019 onward is subject to a Creative Commons “Attribution” (CC-BY) License. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. Authors retain copyright on their articles. You can read more about Creative Commons licenses at creativecommons.org.
Journal articles published prior to 2019 are available for users to read, download, copy, distribute, print, search, or link to the full texts free of charge. These articles were published prior to the journal’s adoption of a Creative Commons license and permission for re-use must be obtained from the author.
JMETC is a no-fee journal. Authors are not charged for the publication of their articles.
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and double-blind refereeing by at least two anonymous referees that often lead to multiple rounds of revisions.
The Journal of Mathematics Eudcation at Teachers College is distributed through Columbia University’s Academic Commons. Academic Commons is Columbia University’s institutional repository, offering long-term public access to research shared by the Columbia community. A program of the Columbia University Libraries, Academic Commons provides secure, replicated storage for files in multiple formats. Academic Commons assigns a DOI and accurate metadata to each work to enhance discoverability.
Files uploaded to Academic Commons are written to an Isilon storage cluster at Columbia University and replicated to an identical system at a secure, offsite facility. The local cluster stores the data in a "best protection possible" policy which provides, at a minimum, guaranteed protection against the loss of any two disks or any one node. When sufficient capacity is available, this is increased automatically. Multiple snapshots are replicated to our disaster recovery site every two hours. The secondary cluster employs the same protections as the primary cluster and both conduct integrity scans to validate that data has not been altered at any point during rebalancing, snapshot, or replication processes.
About this Publishing System
This journal uses Open Journal Systems, which is open source journal management and publishing software developed, supported, and freely distributed by the Public Knowledge Project under the GNU General Public License.