[Maths-Education] Call for papers

[anne.watson@educational-studies.oxford.ac.uk]

University of Oxford Department of Educational Studies
Centre for Mathematics Education Research

CMER OCCASIONAL PAPERS
The Centre for Mathematics Education Research at the University of Oxford
Department of Educational Studies publishes a series of refereed occasional
papers, concerned with mathematics classroom practice.  Authors include
practising teachers as well as researchers and those involved with ITT.
Papers address a gap between professional journals and research literature
by providing an outlet to schools and institutions for research reports,
theoretical papers or other writing within the specified field.  The aim is
to provide information about the results of relevant research and to
provide an outlet for a range of researchers to publish results in a
variety of formats.

SUBJECTS OF PAPERS
Papers are to be about mathematics classroom practice and/or children's
learning of mathematics in the broadest sense, and should show use of
relevant literature and make a clear contribution to the field.  Some
high-quality Professional Development and Masters programme dissertations
would probably be easily adapted to become very appropriate submissions.
Papers may be theoretical or research-based;  accessibility and relevance
to practitioners should be considered by all authors.
It can be assumed that papers are written in the context of current UK
practice unless otherwise stated;  in particular, authors should, where
possible, recognise the realities of schools: Ofsted, NC, SATs, GNVQ, SEN
Code of Practice, access to IT, social, linguistic and cultural issues,
size of teaching groups etc.
The editors may agree to publish items outside this brief from time to time.

AUTHORSHIP
Papers may be written by anyone of the mathematics education community,
from practising teachers to full-time researchers.   The editors are happy
to discuss ideas for papers before or during writing, and can offer
practical help of many kinds, particularly to new writers.


SUBMISSION OF PAPERS
Papers may be invited by the editors, or submitted without invitation by
others connected in a variety of ways with the Centre; editors can be
consulted about the appropriateness of an intended submission;
All papers will be read by at least two advisors.

CRITERIA FOR WRITING AND REVIEWING
It is expected that the process of critiquing papers in this field will
evolve gradually.   With some papers we may find ourselves actively
creating criteria for judgement, rather than conforming to existing
practices.   Currently, there are eight criteria: interest, originality,
usefulness, articulation of theoretical background, credibility, support,
reflection and argument.

1.      The topic should be of interest to other mathematics teachers and
classroom     researchers.

2.      Aspects of the research should be original: either outcomes, ways
of seeing,    analysis, approach, sample size, depth of exploration,
theories, or method of   expression.
3.         The paper should be of use to others working in the same area
either as              developing mathematics teachers, or in some other
aspect of classroom work.     It may, for example, offer a framework for
examining practice or invite the     reader to consider changing some
aspects of classroom behaviour.   It may       contribute to the developing
body of abstract knowledge of mathematics  classrooms.
4.         The theoretical framework and/or structure of belief which gives
background to       the paper should be clearly described.
5.      Enough information about situation, background and scale of work
should be      given for the reader to decide if the outcomes or theory is
credible.
6.      Papers should include interpretation and analysis of data or text,
and  justification of statements made.    These decisions should be
supported by     references, theory, other investigations or professional
experience as  appropriate.
7.      Some reflection is expected, particularly for practitioner-researchers.
8.      The conclusion of the paper should summarise the author's view of
the   outcomes, and should include either some kind of argument, or
arguable point    which might be discussedby others working in the field,
or further      researchable question(s) which arose from the research.

Further advice about these criteria is available if required.

STYLE

1.      Papers should be typed in 12 point Times or Palatino, 1.5 spacing,
with 1-inch  margins.
2.      Any tables, graphs or diagrams should be in the text at an
appropriate place.
3.      Footnotes should be used where appropriate and numbered.
4.      A 100-word abstract or summary should be provided.
5.      References should be in Harvard form.
6.      Pages should be numbered at this stage.   We will prefer copies of
final        versions on     disk, compatible with Mac, but can handle
other formats if      necessary.
7.      Please try to restrict the levels of subheading you use:

        Title: 18 pt bold Helvetica
        Top level headings:  14 pt bold Helvetica
        Second level:  12 pt bold caps Helvetica
        Third level:  12 pt bold Helvetica indented
        Fourth level:  12 pt not bold italic Helvetica indented.

        (These can be done at editorial stage if you do not have the
facilities, but    please make levels of heading clear.)






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Dr. Anne Watson
Tutor for Higher Degrees,
University Lecturer in Educational Studies (Mathematics)
University of Oxford
Department of Educational Studies
15 Norham Gardens
Oxford
OX2 6PY
United Kingdom

Tel:  44 01865 274052
Fax:  44 01865 274027

Email:  anne.watson@edstud.ox.ac.uk

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