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
The article/activity will be of interest to the members of the California Mathematics Council.
The article/activity is innovative and not currently in widespread use in mathematics classrooms.
The mathematics content is appropriate and accurate.
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
have been chosen for the June 2013, September 2013, and December 2013 issues of the ComMuniCator.
Articles and activities related to these themes are requested. The theme for the 2013–14 Special Edition has also been chosen. Brief
descriptions of the June 2013, September 2013, and Special Edition 2013–14 themes are given below. The
deadline for the June 2013 issue is March 8, 2013, the deadline for the September 2013 issue is June 6, 2013, and the deadline for the Special Edition 2013–14 issue is June 6, 2013.
about how to submit a manuscript is given above and on the inside back cover of
each issue of the ComMuniCator.
Deadline: December 28, 2012
Integrating Mathematics and Literature
Many districts have increased their emphasis on the literacy of students at all grade levels. Teachers can use children's literature to hook students into mathematics as well as reading. We all know the importance of reading and, by bringing literature into the mathematics classroom, we can combine two important subjects in a meaningful way to develop mathematical concepts.
What are you doing in your classroom to promote literacy through mathematics? How do you use literature to introduce or reinforce mathematical concepts? What are some of your favorite pieces of literature to use in the mathematics classroom and how do you integrate them with the mathematics concepts you are developing? There are many literature books that elementary teachers can use to develop or reinforce mathematics concepts but what are some books that middle school or high school teachers can use in their classrooms and how can they be used effectively?
The ComMuniCator Editorial Panel is looking for articles and activities that show how to integrate literature and mathematics at all grade levels, K–12.
Implementing Math Practice 2: Reasoning
Standard 2 of the Standards for Mathematical Practice of the Common Core State Standards for Mathematics (CCSSM) describes how proficient students make sense of the numbers and relationships in problems. They are able to take a given situation, represent it symbolically, and manipulate the symbols without reference to the context of the problem. But they are also able to refer back to the problem situation to make sure the symbols make sense in the context of the problem. They are able to "create a coherent representation of the problem," pay attention to the units involved, and are flexible in using different properties.
What sorts of problems allow students to pursue mathematical ideas in these ways? How do teachers know when students are proficient in this standard? What strategies do you use to help students develop greater reasoning skills?
The ComMuniCator Editorial Panel is looking for activities and articles for grades K–12 that involve using reasoning in solving mathematics problems.
Deadline: June 6, 2013
Geometry is the mathematics of the properties and relationships of points, lines, angles, surfaces, shapes, and solids. People of every age use geometry to visualize the world they live in and to make sense of relationships in space. Geometry is found everywhere: in art, architecture, engineering, geology, astronomy, nature, sports, and much more.
For K–12 students, learning geometry involves understanding everything from the characteristics of simple shapes to complex and interactive relationships of shapes in space. Geometry for young children often takes the form of playing with puzzles, exploring, drawing, and constructing, 2- and 3-dimensional shapes, and building models. For older students, the study of geometry extends to analyzing complex properties of shapes, spatial problem solving, deductive reasoning, and building logical proofs.
The ComMuniCator Editorial Panel is looking for articles and activities that help students understand and utilize the concepts of geometry, and make them aware of the many spatial relationships in the real world.
Implementing Math Practice 3: Constructing Arguments
Standard 3 of the Standards for Mathematical Practice of the Common Core State Standards for Mathematics (CCSSM) describes how proficient students understand and use assumptions, definitions, and previously learned information to help them build solutions; make conjectures and apply logical thinking to explore and test their ideas; analyze problems by breaking them down into smaller parts; look for counterexamples; explain their results to others and answer the questions and objections of others; and analyze all available data and information carefully. Young students can explain and demonstrate their solutions by using concrete objects, drawings, and diagrams. Older students can construct intuitive or deductive proofs of their theories, either written, verbally, or by other means.
The ComMuniCator Editorial Panel is looking for activities and articles that illustrate how to help K–12 students construct and utilize sound arguments in their study of mathematics.
Special Edition 2013–14
Deadline: June 6, 2013
Activities to Implement the Mathematical Practices Across the Grades, K–12
The ComMuniCator Editorial Panel has selected the theme Activities to Implement the Mathematical Practices across the Grades, K–12 as the theme for the 2013–14 Special Edition. The Common Core Standards for Mathematics have eight Standards for Mathematical Practice that place an emphasis on students' demonstrating their learning and understanding of mathematics and mathematics concepts.
The Editorial Panel is looking for a variety of activities at all grade levels, K–12, that illustrate how one or more of the Mathematical Practices can be implemented in the classroom. Be sure to include a brief description of how you would use the activity with students, the appropriate grade levels, the Mathematical Practice Standards that would be addressed, any materials needed, and any other information you feel would be important for other teachers to know.
Deadline: August 30, 2013
Real World Applications
Implementing Math Practice 5: Using Appropriate Tools