About the Journal
Focus and Scope
The journal aims to engage mathematics education topics involving excellence and equity simultaneously (rather than either in isolation) in a way that connects research to classroom practice and can directly inform the practice of teachers or professional developers.
The articles in TEEM must align with the mission of TODOS: “to advocate for an equitable and high quality mathematics education for all students -- in particular, Latina/o students.” To this end, articles are welcomed that relate to:
- all students learning mathematics that is effective and appropriate for them, on and beyond grade level expectations, beyond computational abilities, as problem solvers,
- a vision or example of what this looks like in the K-12 classroom (or courses for pre-service or in-service teachers), or
- attention to the roles that equity (in a broad sense) has in teaching and learning.
The journal defines equity broadly, including (but not limited to) issues of language, gender, ethnicity, race, culture, and accessibility. TEEM welcomes contributions from diverse viewpoints and stakeholders, including: teachers, teacher-leaders, administrators, professional developers, teacher preparation faculty, etc. The peer-review process includes double-blind review by two or three external referees.
Editorial (From the Editor), Regular Article, Invited Article, and occasional miscellaneous contributed items such as a Poem or In Memoriam feature
Peer Review Process
We use a double-blind reviewing process. We have a list of experienced reviewers and we often invite others to join; each article has at least one (most often two) experienced reviewers out of the three reviewers; the editor in charge of the manuscript coordinates the reviewing process. Our database of reviewers indicates areas of expertise and setting (e.g. grade levels) to help with the matching of reviewers to manuscripts.
Two / three issues per year
Open Access Policy
This journal provides open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
All content contained within TEEM may be used as set forth in the Creative Commons CC BY Attribution License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Under the following terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
Initially, Pearson was a sponsor (and listed as such in the inside front cover in some of the early issues), but since then there has been no outside sponsor.
The first issue of TEEM was published in 2009. The founding co-editors were Cynthia Anhalt (The University of Arizona), Miriam Leiva (University of North Carolina at Charlotte), and Larry Lesser (The University of Texas at El Paso). With the third issue in Fall 2011, TEEM established an editorial panel to support the work of the Editors. In 2016, TEEM launched their first special issue (Mathematics Education Through the Lens of Social Justice). In 2018, with Issue 9, the editorial structure was changed to consist of an Editor-in-Chief and a group of Editors. Up to 2020 we had been publishing one issue per year. In 2020, we published three issues, two of which were part of a second special issue (Multilingual Learners). In 2021 we published two issues.