You can write for CITE-Math!

CITE-Math publishes empirical and practitioner articles focusing on technology and teacher education. These include articles on using specific technologies to support teacher and prospective teacher learning and articles on supporting teacher learning about technologies to use in their instruction. The scope of technologies that have been the focus of articles in CITE-Math range from the use of specific technologies to support teacher and prospective teacher learning (e.g., animations, online contexts, video tagging tools, and AI) to supporting teacher learning about technologies to use in their own instruction (e.g., graphing/geometry/statistics applications, micro-worlds, frameworks for selecting/adapting technologies). If your work is related to mathematics inservice professional development or preservice teacher preparation with a focus on technology, consider writing for Contemporary Issues in Technology and Teacher Education–Mathematics (CITE–Math).

CITE-Math is a fully online and open-access journal without a publication fee. That means no page or word limit and the flexibility to be creative with embedded media (e.g., interactive applets, hyperlinks, video, and color graphics).

We’d love to discuss any ideas you have for practitioner or empirical articles! Set up a Zoom meeting with a CITE-Math Editor: Chrystal Dean (deanco@appstate.edu) or Xiangquan James Yao (xzy73@psu.edu).

Highlighted Article from Most Recent CITE-Math Publication: Volume 25, Issue 1

Deepening Preservice Elementary Teachers’ Mathematical Knowledge for Teaching Through Writing and Computer-Mediated Interinstitutional Conversations by Christopher Nazelli, Deborah Zopf, & Asli Özgün-Koca

Abstract: In this practitioner-focused article, the authors present a mathematical writing activity for preservice elementary school teachers. The products of this activity, referred to as “journals,” are detailed, representation-rich explanations of problems solved in small groups. These journals were originally exchanged across institutions in a traditional peer review process; and the addition of a computer-mediated communication platform transformed the peer reviews into interinstitutional conversations. Analysis of the journals and the conversations they sparked brought to light four opportunities to develop mathematical knowledge for teaching. Evidence in the form of journal and review excerpts suggests that the process, enhanced by the computer-mediated communication, enabled preservice teachers to deepen their understanding of foundational concepts from the elementary school curriculum, to communicate mathematics more effectively to others, to better make sense of the mathematical thinking and writing of others, and to incorporate their colleagues’ suggestions into their future writing. Suggestions and considerations for implementing this activity are discussed.