Publishing mathematics education research in English: amplifying voices from the field

IF 2.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematics Teacher Education Pub Date : 2024-09-13 DOI:10.1007/s10857-024-09659-x

Lisa Darragh, Karin Brodie, Anjum Halai, Núria Planas, Despina Potari, Manuel Santos-Trigo, Thorsten Scheiner, Janet Walkoe

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引用次数: 0

Abstract

In this paper we investigate the issue of representation within the Journal of Mathematics Teacher Education (JMTE) and the broader academic publishing landscape, particularly focusing on the underrepresentation of authors from various world regions. A questionnaire, distributed globally, aimed to amplify the voices of the underrepresented, exploring the constraints and affordances of publishing in English-medium mathematics education research journals. The question that guided our investigation was: What do voices from the mathematics education community raise in their responses to questions about publishing in English-medium research journals like JMTE? We used qualitative methods to review the responses and identify common themes. The findings revealed significant barriers and challenges related to language, research location, and institutional support, highlighting the complexities of navigating the global academic community and the academic publishing culture. We propose actionable suggestions to foster a more equitable, diverse, and inclusive publishing environment.

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用英语出版数学教育研究成果：放大来自该领域的声音

在本文中，我们调查了《数学教师教育期刊》（JMTE）和更广泛的学术出版领域中的代表性问题，尤其关注来自世界各地区的作者代表性不足的问题。我们在全球范围内发放了一份调查问卷，旨在扩大代表性不足者的声音，探讨在以英语为教学语言的数学教育研究期刊上发表文章的限制因素和承受能力。指导我们调查的问题是来自数学教育界的声音在回答有关在《JMTE》等以英语为媒介的研究期刊上发表论文的问题时提出了什么？我们采用定性方法审查了这些答复，并确定了共同的主题。研究结果揭示了与语言、研究地点和机构支持有关的重大障碍和挑战，凸显了在全球学术界和学术出版文化中游刃有余的复杂性。我们提出了一些可行的建议，以营造一个更加公平、多元化和包容的出版环境。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

期刊介绍： The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.