You can write for CITE-Math!
CITE-Math publishes empirical and practitioner-oriented articles centered on technology and teacher education. This includes work examining how particular technologies can support the learning of teachers and prospective teachers, as well as studies focused on helping teachers learn to integrate technologies into their instructional practice. The range of technologies featured in CITE-Math spans tools designed to enhance teacher and prospective teacher learning (e.g., animations, online environments, video annotation tools, and AI) and resources intended to support teachers’ understanding and use of instructional technologies (e.g., graphing/geometry/statistics software, microworlds, and frameworks for selecting or adapting technologies). If your work is related to mathematics in-service professional development or preservice teacher preparation with a focus on technology, consider writing for Contemporary Issues in Technology and Teacher Education–Mathematics (CITE–Math).
CITE-Math is a fully online and open-access journal without a publication fee. That means no page or word limit and the flexibility to be creative with embedded media (e.g., interactive applets, hyperlinks, video, and color graphics).
We’d love to discuss any ideas you have for practitioner or empirical articles! Set up a Zoom meeting with a CITE-Math Editor: Lindsay Reiten (Lindsay.Reiten@unco.edu) or Xiangquan James Yao (xzy73@psu.edu)
Most Recent CITE-Math Publication: Volume 26 Issue 1
Exploring Robot Programming in a Geometry Content Course: Learning Opportunities for Prospective Teachers by Hyejin Park, Tuğba Boz, Amanda Sawyer & James C. Willingham
Abstract: This study evaluated programming and robotics (PR)-integrated geometric learning activities designed to build prospective teachers’ (PSTs’) knowledge and skills necessary for incorporating PR in elementary geometry classrooms. To identify the learning opportunities these activities provided to PSTs, the authors examined arguments PSTs generated to justify the correctness of programs designed for robots to travel along triangular paths, as well as their initial and postsurvey responses and written reflections describing their beliefs about learning and teaching mathematics with PR and demonstrating their learning experience through the PR-integrated activities. Data analysis showed three different domains of learning opportunities offered to PSTs for their knowledge development for teaching PR in mathematics classrooms: (a) developing an understanding of geometric concepts used in program design, (b) improving justifying skills of using geometric reasoning to verify the correctness of robot programs, and (c) building productive views toward learning and teaching mathematics with PR. The researchers also identified the specific knowledge and skills PSTs used to verify program correctness before testing with physical robots. Suggestions are proposed for teacher education to prepare PSTs for PR-integrated mathematics instruction.