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Articles submitted to the Canadian Journal of Education (CJE) must address a question and present an investigation into an issue; they should be based in a scholarly context (literature review), and contribute to scholarship in education. The CJE does not publish teaching materials or administrative documents. Authors are responsible for receiving ethics approval from their own institutions.

Further information for writers can be found at:

Editorial Contact Information

Katy Ellsworth, Managing Editor: acde@telus.net

Papers submitted to the Canadian Journal of Mathematics (CJM) should be at least 16 pages long. Shorter papers should be submitted to the Canadian Mathematics Bulletin.

All submitted papers are considered subject to the understanding that they have not been published before in any form and are not being considered for publication elsewhere. To be publishable, papers must address new mathematical research, be well written, and be of interest to a significant segment of the mathematical community.  

Further information for authors can be found at:

Editorial Contact Information

cjm-editors@cms.math.ca

Papers submitted to the Canadian Mathematical Bulletin (CMB) should be at most 16 pages long. Longer papers should be submitted to the Canadian Journal of Mathematics (CJM).

All submitted papers are considered subject to the understanding that they have not been published before in any form and are not being considered for publication elsewhere. To be publishable, papers must address new mathematical research, be well written, and be of interest to a significant segment of the mathematical community.

Further information for authors can be found at:

Editorial Contact Information

cmb-editors@cms.math.ca

Further information for authors can be found at:

Editorial Contact Information

Nathalie Sinclair, Editor-in-Chief 

'Mathematics education' should be interpreted to mean the whole field of human ideas and activities that affect, or could affect,the learning of mathematics. It draws upon a number of more established cognate disciplines, including psychology, mathematics,sociology, linguistics and philosophy, each of which has its own phenomena of interest and parallel structures, modes of enquiry, conceptual tools and methodological norms, structures of knowledge and means of validation. Articles about mathematics or about psychology, for example, are welcomed provided their content bears on the learning of mathematics. This might be achieved directly, or indirectly through offering a significant perspective to teachers of mathematics. The journal has space for articles which attempt to bring together ideas from several sources and show their relation to the theories or practices of mathematics education. It is a place where ideas may be tried out and presented for discussion.

Writing arising from particular research projects may be submitted, but the editor also solicits articles which survey an area of research or which attempt to interpret or evaluate some published research. Reports of informal research, especially from the classroom, are as welcome as reports which meet the usual professional criteria.

Further information for contributors can be found at:

Editorial Contact Information

Richard Barwell, Editor: editor@flm-journal.org

The editors of the Journal for Research in Mathematics Education (JRME) encourage the submission of a variety of manuscripts: Articles and Reports of Research; Research Commentaries; Brief Reports: Brief theoretical reports of research; Book Reviews; and Monographs.

Further information for contributors can be found at:

Editorial Contact Information

Cynthia Langrall, JRME Editor: jrme@nctm.org (Correspondence regarding manuscripts for Articles and Reports of Research and Brief Reports)
Steve Williams, Research Commentary Editor: williams@mathed.byu.edu
Jinfa Cai, JRME Book Review Editor: jcai@udel.edu
Randall Groth, JRME Monograph Editor: regroth@salisbury.edu

Vector caters to and accepts a wide variety of submissions from K–12 and post-secondary mathematics educators, mathematicians, and students. They urge all authors to keep the diversity of our readership in mind when crafting their submissions. In addition, to the editorial help, authors can opt to have certain articles (Research Report; Practicizing; Issues in Mathematics Education; Listservce in Brief; or Book Review) peer reviewed by members of the Vector editorial board.

Further information for contributors can be found at:

Editorial Contact Information

Dr. Sean Chorney, Co-Editor: sbc@sfu.ca
Dr. Peter Liljedahl, Co-Editor: liljedahl@sfu.ca