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 December 2016, March 2017, and June 2017 issues of the ComMuniCator and articles and activities related to these themes are requested. Brief descriptions of the December 2016 and March 2017 themes are given below. The deadline for the December 2016 issue is September 2, 2016, the deadline for the March 2017 issue is December 30, 2016, and the deadline for the June 2017 issue is March 10, 2017.
Information about how to submit a manuscript is given above and on the inside back cover of each issue of the ComMuniCator.
Assessment in the Mathematics Classroom
Assessment is an integral part of teaching and learning. It informs our teaching, tells us what students are learning or misunderstanding, and helps us plan next steps. With the emphasis on standards-based learning, assessment takes on new meaning. While raising scores on a standardized test may be one of the end goals, other forms of assessment become benchmarks that measure proficiency toward reaching standards.
What kinds of assessment have you successfully used in your mathematics classroom? What kinds of assessment are most valuable to you and your students? 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 that illustrate varied approaches to assessment in mathematics and in the mathematics classroom.
Supporting Teachers in the Mathematics Classroom
The newest California Mathematics Framework and the new California Mathematics Standards have affected how teachers at all grade levels teach mathematics. Not only has the content changed at each of the grade levels, but also the way teachers are expected to teach and the way students are expected to interact in the classroom has changed. In addition, there are now new materials and technologies that reflect the mathematics standards.
What types of activities or workshops will help teachers with the implementation of the Framework and California Mathematics Standards? What are some techniques that will encourage teachers to work and plan together in teams and what are some of the hurdles teachers face when working together? How can math coaches, mentors, and administrators provide support for teachers in mathematics? What are some ways to help teachers introduce topics they have not taught before and effectively implement the Mathematical Practices? What are some techniques that teachers can use to make modifications that meet a diverse student population? How can technology help teachers become more effective in the classroom?
The ComMuniCator Editorial Panel is seeking articles that address these and other questions related to supporting teachers in the mathematics classroom.
Developing Sense Making and Fluency in Mathematics
What does it mean to be mathematically fluent? If you were to ask five colleagues to define the term, you might well receive five quite different responses. In NCTM’s Principles to Actions, procedural fluency is linked directly with conceptual understanding. A student who is considered fluent applies procedures flexibly as he/she solves contextual problems and, rather than merely following a set of prescribed steps, he or she truly understands the procedures used.
Making sense of mathematics is vital, as noted in Mathematical Practice 1: Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” Achieving such proficiency requires that students have multiple opportunities to make sense of problems and discuss their thinking with others, and that students hold the expectation that mathematics should, indeed, make sense.
What are some activities or methods you use to help students develop as sense-makers who are proficient in the use of procedures? The ComMuniCator Editorial Panel is seeking articles and activities for grades K–12 that focus on how we can support students to develop procedural fluency that emerges from true understanding of the content.
Involving Families in the Mathematics Classroom
Parents, guardians, and families can and should play a role in their children’s mathematics learning. For student success, what happens in the mathematics classroom must be reinforced and supported at home. The support parents and families provide for their children comes in many forms. Parents may be involved directly in their children’s classroom as a guest expert or volunteer, or can assist their children in multiple ways outside of school and in their homes. These may include, but are not limited to, special projects led by parents, homework strategies, mathematics games that involve families, and specific ways that parents can encourage and support their children in their study of mathematics.
The ComMuniCator Panel is seeking articles and activities that describe various ways that parents, guardians, and whole families can be involved in their children’s mathematics learning.
Supporting Productive Struggle in the Math Classroom