Welcome
Mathematics Teaching-Research Journal (MTRJ) on line :
www.hostos.cuny.edu/departments/math/mtrj
is open to mathematics teacher-researchers of the World.We value the development of the Teaching-Research craft and warmly welcome submissions addressimg any aspect of the practice and theory of Teaching-Research.
Teaching Research is situated along the cross-roads of several tensions in our
profession: between teaching and research itself, between teachers and academia, as well
as between the disciplinary faculty and the faculty of education. When a professor of
mathematics starts investigating processes of learning mathematics in his/her classroom,
he/she is undertaking the educational research, which is the domain of the faculty of
education. Therefore MTRJ is interested in submissions addressing issues and resolving
tensions in either of those interfaces; it wishes to be the bridge through which the existing
separation can be overcome. It invites submissions from both mathematics teachers of
schools and mathematics instructors in colleges and universities. MTRJ is an organizing
medium to create partnerships, between students, faculty of mathematics and
mathematics education, community and senior colleges to look beyond differences to
bring to the surface the "lost" joy of learning and teaching. MTRJ represents a needed
"blend" between grassroots change structure and an established academic forum, hence
ideally suited to be the vehicle for a radical, smooth transformation required in education.
The Mathematics Teaching-Research Journal on line is directed to the mathematics Teacher-Researchers from all walks of life in mathematics education, especially to teachers who are interested in developing a TR profile. The pages of the journal contain simple description of the components of the process, TR notes, thoughts and articles from the field. The methods of Teaching-Research differ significantly from the standard method of educational research, and the discussion about the best TR techniques is only now starting in the field; a significant amount of time and space in the journal will be devoted to that issue.
The intent of the journal is to create a vibrant, supportive community of Mathematics Teaching-Research in the Bronx, in the Metropolitan area, in the World, which with time can develop teaching-research tools to deal with the complex problems of our multicultural, multilingual classrooms. It is only us, mathematics teachers that can successfully transform the mathematics learning in mathematics classrooms and bring it to the acceptable intellectual and practical level. The editors extend a warm invitation of welcome to all who, on the pages of this new Mathematics Teaching-Research Journal on Line, want to join them in the exploration of this useful, challenging and promising approach to our mathematics teaching.
MTRJ on line accepts submissions for the following themes and categories of the journal:
general comments about Mathematics Education.
Reflections on Practice,
Teaching Practice
Teaching-Research Reports concerning new teaching methods and approaches
introduced into mathematics classrooms,
Reports of Teaching-Research Investigations.