If your work is in mathematics teacher preparation with a focus on technology, you should consider publishing in CITE-Math. Both research and practitioner articles dealing with preservice or in-service teachers are welcome in this fully online, open access journal. 

Please reach out to either of the CITE-Math Co-Editors with any questions: Allison McCulloch (allison.mcculloch@uncc.edu) or Chrystal Dean (deanco@appstate.edu).

Most Recent CITE-Math Publications: Volume 23 Issue 1

Mathematics Teachers’ Participatory Patterns Between Face-to-Face and Virtual Professional Learning Environments by Robin Keturah Anderson & Martia Williams

Abstract: This article reports on how mathematics teachers connect face-to-face and virtual professional learning communities by expanding the notion of lurker and broker within both environments. Through an analysis of 18 interviews with K-12 mathematics teachers, categories of participation are presented to describe the nuances between the ways mathematics teachers connect learning experiences across learning environments. This article provides examples of the ways mathematics teachers leverage learning within one space to broker information in the other. Methodological and practical implications of this research are discussed. Methodologically, this article presents the usage of artifact-stimulated recall during interviews to promote reflection of virtual learning interactions. Practically, this article seeks to push the field of mathematics teacher’s professional learning beyond traditional forms of learning to see the value of informal learning in virtual spaces.

Learning Mathematics with Mathematical Objects: Cases of Teacher-Made Mathematical Manipulatives by Steven Greenstein & Eileen Fernández

Abstract: Access to maker technologies has catalyzed and amplified the possibilities for creating physical materials that are responsive to the needs of students. Opportunities for design and fabrication of original mathematics manipulatives have been incorporated into the teacher education program at Montclair State University. Participating preservice elementary teachers design and make original mathematics manipulatives. Three case studies examine ways in which this process enhances students’ mathematical reasoning, sense-making, and understanding. The designs created are made available through links to the open source Educational CAD Model Repository, enabling others to replicate the objects described.