Editorial Policies

Focus and Scope

The journal provides ideas and information for mathematics teachers at all levels of the curriculum (K-16). Most of the authors are in-service teachers offering practical ideas for improving classroom instruction. The editors invite submissions from both new and experienced authors and accept articles on a range of topics, including: innovative classroom activities and lessons, applications to the classroom of pedagogical research and best practices, examples of implementing standards, reviews of recent books on pedagogy, and any other articles that will support the professional development of ICTM members.

 

Section Policies

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

The Illinois Mathematics Teacher uses a double-blind peer review process. When you submit your manuscript, the editors will redact all identifying information before sending the manuscript to reviewers. In this way, reviewers will not know the identity of the author(s) when reviewing the manuscript. The editors typically request reviews from four referees.

Once the reviewers have submitted their comments and recommendations, the editors will compile a reviewer report, which will summarize the suggestions made by the reviewers without identifying them.

Manuscripts that are revised by the author(s) and resubmitted to the journal are either sent back to the original reviewers for re-review or, if the required revisions are minor, the editors will confirm that the needed changes have been made independently of the reviewers.

 

Publication Frequency

The Illinois Mathematics Teacher is published annually. New articles are made available after they have been accepted for publication and edited.

 

Open Access Policy

This work is licensed under the Creative Commons Attribution 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/us/.