Submissions

Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

• URLs:
  Where available, URLs for the references have been provided. Please ensure that the DOI URLs are used, and not a restricted link (e.g. University Library Website).
  
  For Tables, Figures, and References, please ensure that all URLs fit on one line.
• PAPER FORMATTING:
  The text is double-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end. Also ensure that figures and tables are referenced in the text (e.g. "See Table 1", "Table 1 shows...")
• PAPERS WRITTEN BY CLASSROOM TEACHERS:
  If submitting to a call for papers specifically written by and for a classroom teacher and/or teacher educator, the manuscript will still go through a competitive review process, but does not need to strictly follow the style or format of regular articles - for example, having DARE questions. The content could be one of the following:
  
  (1.) a description, discussion and reflection on what happened while trying to implement a particular strategy or recommendation from the "excellence and equity" research literature (from a previous issue of TEEM, or another publication or source).
  
  (2.) an article that focuses on some aspect of the TODOS mission and related goals:
  - to advocate for an equitable and high quality mathematics education for all students.
  - to inform the public, including parents, and influence educational policies in ways that enable students to
  - become mathematically proficient.
  - to inform teacher education programs.
• PAPER COMPONENTS:
  The paper itself should consist of the following (in this order): Title of Paper, Abstract, DARE Pre-reading questions, body of article, References, DARE post-reading questions, and then any appendices.
• COVER LETTER:
  The submission should include a cover letter that includes a 50-word author bio, any acknowledgments (e.g., of funding support), the title of the paper, and the full names, affiliations, and complete contact information [including email, phone number, fax number, and full mailing address] of all authors, making sure to denote which author has been designated to handle correspondence with the journal.
• ORIGINAL WORK:
  The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
• PAPER LENGTH:
  Papers should generally be 10-15 double-spaced pages in length. This page limit applies only to the body of the paper and does not include the bibliography (references) section, abstract, DARE parts (see below), and any appendix. Reader-friendly short headings should be used to indicate the various sections of the paper.
• ENSURING A BLIND REVIEW:
  If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.
• DARE REQUIREMENTS:
  The submitted paper must also include one or two additional pages designed to help teachers or teacher leaders make best practical use of your article, organized with “before” and “after” components called Discussion And Reflection Enhancement (DARE) questions.
  
  “DARE Pre-Reading Questions": About 2-4 pre-reading questions that might help teachers reading the article (on their own or as an assignment from a professor or professional development leader) look for and frame the main ideas they are about to encounter in the material.
  
  “DARE Post-Reading Questions”: About 4-8 post-reading discussion questions that could be used in a group of teachers (whether in a graduate course or a teachers' lounge) to deepen teachers' understanding of the reading and provide a vehicle for reflection upon how the ideas or issues in the article could be used in or apply to their own classroom. In addition to or instead of discussion questions, additional readings could be suggested or even a “Try This” activity or technique that a teacher could actually try out in her/his classroom the next day. See examples in previous issues.
• STYLISTIC & BIBLIOGRAPHIC REQUIREMENTS:
  The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in About the Journal.
  
  Specifically, authors must provide accurate and complete bibliographical information. To this end, all manuscript citations should be listed at the end of the manuscript and must adhere to APA Publication Style (American Psychological Association). Please use the current editionof APA style in your manuscripts.
• ABSTRACT:
  The paper should include an abstract of 100-200 words that summarizes the article.
• FILE FORMAT:
  The file should be in Microsoft Word format (.doc, .docx file).
  
  Authors must embed (with appropriate captions) any pictures, tables, illustrations or photos in the manuscript. They must obtain written permission when including student work or a photograph which clearly shows the student’s face or full name.
• ACCESSIBILITY REQUIREMENTS
  (See: https://webaim.org/techniques/word/ )
  
  Accessibility for Text: 
  (1) Please make sure that article submissions are in Microsoft Word rather than in PDF.
  (2) When including in-text hyperlinks, ensure all links include meaningful text that indicates where users will be directed (“resource list for teachers,” as opposed to “click here”).
  (3) Include Headings. Headings allow screen readers and other assistive technology to identify and navigate to sections of a document (See: https://support.microsoft.com/en-us/office/add-a-heading-3eb8b917-56dc-4a17-891a-a026b2c790f2?ui=en-us&rs=en-us&ad=us )
  (4) Format lists so they are accessible to assistive technology users (See: https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d?ui=en-us&rs=en-us&ad=us#bkmk_winbulletlists )
  
  Accessibility Requirements for Reference List: 
  (1) Hyperlink the title of the source in the reference list as well as providing the url. This allows you to create the title as meaningful link text for users with disabilities who need this, as well as to provide the url for good reason.
  (2) Use the “list” feature in Word to make each item in the bibliography a list item. Choose the option not to display bullets for the list. (Not using the list feature for lists disadvantages some assistive technology users.)
  
  Accessibility Requirement for included Media:
  (1) When including images, provide brief alternate-text (to be used for alt tags) that describes each visual being presented. The maximum recommended for screen readers is 125 characters.
  (2) Please embed images in the document, and include web-resolution original images as .jpgs in a compressed .zip file.
  (3) For complex images such as flow charts, graphs, or other visualizations, please provide a caption in your document that fully describes the image.
  (4) For numerical data visualizations, provide the complete data set as an appendix to your document. (See: https://support.microsoft.com/en-us/office/add-alternative-text-to-a-shape-picture-chart-smartart-graphic-or-other-object-44989b2a-903c-4d9a-b742-6a75b451c669?ui=en-us&rs=en-us&ad=us )
  
  See: https://webaim.org/techniques/word/ for more information on media Accessibility Requirements.