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Home > Membership > ComMuniCator |
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Call for Articles
The ComMuniCator seeks articles and activities on issues of interest to K–12 mathematics educators in California. The criteria for manuscript submission includes the following
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The article/activity will be of interest to the members of the California Mathematics Council.
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The article/activity is innovative and not currently in widespread use in mathematics classrooms.
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The mathematics content is appropriate and accurate.
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If the article has been previously published, specific information about when and where the article was published is included.
The Editorial Review Panel will give priority to manuscripts related to the themes listed below, but will also consider articles on any facet of mathematics education.
Manuscripts should be word-processed, double spaced, although handwritten material will also be accepted. One copy of the manuscript should be submitted and the author's full name, address, email address, and work site should be included. Authors may also submit articles through email, using word processing programs for the Macintosh or PC. Since readers may want to contact authors, authors should indicate whether or not the email address can be published with the article.
We also welcome high-resolution glossy photographs, original artwork, or examples of student work to accompany articles. Diagrams and figures should be drawn by computer if possible or neatly drawn in black ink. If submitting articles by email, please scan photographs and send them as separate files (saved as tif, eps, or gif files). If submitting student work or pictures of students, be sure to include a statement that permissions from the students and their parents to use the student work or pictures is on file at the school. If manuscript includes references or a bibliography, please refer to the Bibliography Format used by CMC for the ComMuniCator. (It is similar to what NCTM uses for its K–12 journals.)
The editor reserves the right to edit manuscripts before they are published. Once an article or activity is published, it becomes the property of the California Mathematics Council, unless prior arrangements have been made with the editor.
THEMES FOR FUTURE
ISSUES
Themes
have been chosen for the March 2012, June 2012, and September 2012 issues of the ComMuniCator.
Articles and activities related to these themes are requested. Brief
descriptions of the March 2012 and June 2012 themes are given below. The
deadline for the March 2012 issue is January 1, 2012, and the deadline for the June 2012 issue is March 9, 2012.
Information
about how to submit a manuscript is given above and on the inside back cover of
each issue of the ComMuniCator.
March 2012
Deadline: January 1, 2012
Assessment in the Mathematics Classroom
Assessment plays a critical role in determining what our students are learning and how well they are doing in the classroom. It informs us of how well we are covering important mathematical ideas and required standards, and it informs and augments our instruction.
What assessment opportunities have you successfully used in your mathematics classroom? This could include projects, problems, or reflections, just to name a few. How have you encouraged your students to show their thinking in a way that could be assessed? In what ways have you equitably assessed groups of students? How have you and your colleagues found ways to develop, use, and reflect upon common assessments? In what ways have you included students, parents, colleagues, and others in your assessments?
The ComMunicator Editorial Panel is looking for articles and activities for grades K–12 that involve assessment in the mathematics classroom.
The Standards for Mathematical Practice from the CaCCSS
The Standards for Mathematical Practice describe expertise that mathematics educators at all levels should seek to develop in their students. Simply stated, the Standards for Mathematical Practice from our new California Common Core Standards for Mathematics (CaCCSSM) answer the question: What important processes and proficiencies do we want our students to acquire during their kindergarten through 12th grade mathematics education? The Mathematical Practice Standards state: "Mathematically proficient students
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make sense of problems and persevere in solving them,
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reason abstrctly and quantitatively,
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construct viable arguments and critique the reasoning of others,
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model with mathematics,
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use appropriate tools strategically,
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attend to precision
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look for and make use of structure, and
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look for and express regularity in repeated reasoning."
The ComMunicator Editorial Panel is seeking articles and activities that promote the Standards for Mathematical Practice for students at all grade levels and for those studying different topics in mathematics.
June 2012
Deadline: March 9, 2012
Number Sense
Students with number sense have an understanding of number relationships, can compare quantities, are able to make sensible estimates, and can determine the reasonableness of their solutions. How do you build on your students' intuitive ideas about numbers to help them improve their number sense? What are some of your favorite activities to develop number sense?
The ComMunicator Editorial Panel is looking for articles and activities for grades K–12 that provide creative ways to help students enhance their number sense.
Equity in the Mathematics Classroom
Equity in the mathematics classroom involves valuing different ways of learning and giving all students the opportunity to contribute and achieve. How have you taken advantage of the variety of experiences and backgrounds that your students bring to the classroom in order to enrich the learning of mathematics? How do you provide equal access to mathematics instruction, materials, and assessment among your students? How have you changed your approach to the teaching of mathematics in order to engage all your students?
The ComMunicator Editorial Panel is seeking articles and activities that address these and other questions pertaining to equity in the mathematics classroom at all grade levels.
September 2012
Deadline: May 31, 2012
Operations & Algebraic Thinking
Academic Discourse in the Mathematics Classroom |
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