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:
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, e-mail address, and work site should be included. Authors may also submit articles through e-mail, using word processing programs for the Macintosh or PC. Since readers may want to contact authors, authors should indicate whether or not the e-mail address can be published with the article.
We also welcome high-resolution digital 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 e-mail, 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.
Submit manuscripts to:
Themes for Future Issues
Themes have been chosen for the June 2018, September 2018, and December 2018 issues of the ComMuniCator and articles and activities related to these themes are requested. Brief descriptions of the June 2018 and September 2018 themes are given below. The deadline for the June 2018 issue is March 9, 2018, the deadline for the September 2018 issue is May 31, 2018, and the deadline for the December 2018 issue is August 31, 2018.
Information about how to submit a manuscript is given above and on the inside back cover of each issue of the ComMuniCator.
Deadline: March 9, 2018
Mathematical reasoning is deeply embedded in the entire mathematics curriculum because it is involved in all strands. It requires students to understand the structure and logic of mathematics and apply these concepts flexibly, effectively, and appropriately.
The California Mathematics Standards, in particular the Standards for Mathematical Practice, expect students to demonstrate competence in making sense of problems (SMP1), construct viable arguments (SMP3), and express regularity in reasoning (SMP8).
What are some different kinds of problems and activities that help students develop mathematical reasoning? How do we help students find flexible ways to analyze situations, devise various ways to solve the same problem, construct viable arguments, justify their conclusions, critique the reasoning of others, and communicate their conclusions to others? How can we assess mathematical reasoning?
The ComMuniCator Editorial Panel is seeking articles and activities for grades K–12 related to the development of mathematical reasoning in students.
Writing in the Mathematics Classroom
Integrating writing and mathematics on a regular basis into the classroom can be very rewarding. Students will increase their mathematics skills and knowledge of concepts when they put into words what they are thinking, accomplishing or trying to accomplish, and what they do not understand or are having a problem understanding.
How do you integrate writing into your mathematics classroom? What kinds of writing assignments do you give students? How often do you include these activities? How do you assess what students write? Do you use writing as part of assessment?
The ComMuniCator Editorial Panel is looking for articles and activities for grades K–12 that involve writing in the mathematics classroom.
Deadline: May 31, 2018
Technology in the Mathematics Classroom
Students are inundated with technology in their lives—apps, social media, mobile devices, tablets, video gaming sources, smart personal devices, and the Internet of Things—at quite an early age. Mathematics teachers using textbook-only lessons may have a tough time keeping these students academically interested and on-task.
The use of technology in the mathematics classroom adds interest, provides hands-on involvement, and allows for creative investigation during limited classroom instructional time. Assessment data is personalized through the use of technology, allowing the teacher to modify instruction based upon real-time student data.
How have you integrated technology in your mathematics classroom? Where we once relied upon calculators (nearly obsolete with cloud-based graphing tools), teachers now are surrounded by technology. A sampler list of technology includes online assessment, apps, cloud-based resources, interactive whiteboards, online polling, clicker-type answering, data gathering reporting tools, tablets/cloud computing, and creative use of digital projection devices.
The ComMuniCator Editorial Panel is seeking activities and articles for grades K–12 that describe how teachers create meaningful classroom math instruction using technology in creative and educational ways.
Engaging Students in the Mathematics Classroom
When we engage students in the mathematics classroom, they participate more, learn more, and misbehave less. As a result, students are more successful in learning concepts and skills, students and teachers enjoy what is happening in the classroom, and teachers may be less stressed.
With so many students struggling in mathematics, it is especially critical to engage them in what is happening in their mathematics classrooms. In what ways do you engage your students in your classroom? Do you have a unique way of motivating them at the beginning of a lesson? How do you capture and retain their attention? Do you use problems-of-the-week, games, technology, or other methods? Are there different methods for engaging individual students, small groups, or whole groups? How can you tell instantly who is engaged or not engaged in the lesson? How do you re-engage the student who is not engaged?
The ComMuniCator Editorial Panel is seeking articles and activities for grades K–12 that show how teachers can engage all students in the mathematics classroom.
Deadline: August 31, 2018
Problem Solving in the Mathematics Classroom
Creating Rich Tasks for the Mathematics Classroom