CITE Journal is an open-access, peer-reviewed publication of the Society for Information Technology and Teacher Education (SITE) and is co-sponsored by four other teacher education associations:
There is also a General and Current Practices section of CITE sponsored by SITE.
CITE-Math Editorial Panel
2020-2024
Jason Silverman, Drexel University
2021-2024
Mustafa Demir, University of Detroit Mercy
2022-2025
Lindsay Reiten, University of Northern Colorado
Linda Zientek, Sam Houston State University
2023-2024
Anne Estapa, University of Iowa
2023 - 2026
Shahab Abbaspour, University of Central Florida
Xiangquan (James) Yao, Penn State University
Background
Purpose of Journal
The purpose of CITE-Math is to provide a forum for reporting on research and engaging in a dialog about best practices related to any area of technology and mathematics teacher preparation.
Research | Practitioner |
Introduction | Introduction |
Literature Review | Rationale |
Methodology | Design of Innovation |
Results | Evidence of Impact |
Discussion | Discussion |
Implications for Teacher Education | Implications for Teacher Education |
CITE-Math Review Criteria (8 Components)
A. Grammatical construction; writing style; use of non-sexist language.
For CITE-Math, the “writing style” is seen as the structure/elements/sections of the manuscript. For a research manuscript, sections should include: Introduction, Literature Review, Research Question(s), Methodology, Results, Discussion of the Results, and Implications for Teacher Education. For a practitioner-based manuscript, sections should include: Introduction, Rationale for the Innovation Connecting to the Existing Knowledge Base, Design of the Innovation, Evidence of Impact of Innovation, Discussion of the Impact, and Implications for Teacher Education.
B. Overall clarity of ideas and expression.
The article is well-organized, clear, reasoned, and follows a logical flow. The audience can understand the main points of the article easily.
C. Value or usefulness to field or profession.
The article has immediate and significant impact on practice, research, and/or policy related to technology and mathematics teacher education. The author(s) makes a strong justification for the way technology was utilized for mathematics teacher education.
D. Consistency with existing literature.
The author(s) presents a strong rationale for both research or practitioner-based manuscripts, justified and supported by the existing and current literature.
CITE-Math Review Criteria
E. Important and timely.
The author(s) needs to make a strong case for why the topic is important and timely.
F. Adequacy of design/accuracy of analysis.
For a research manuscript, the author(s) provides a clear description of a high-quality methods section. For a practitioner-based manuscript, the author(s) provides a clear description of the design of the innovation.
G. Presentation and interpretation of findings, discussion, and conclusions. For a research manuscript, the author(s) provides a clear description of the results from the data analysis with evidence. For a practitioner-based manuscript, the author(s) provides evidence of claims and a clear discussion of the impact.
H. Inclusion of appropriate implications for practice and/or policy.
The author(s) presents clear implications, based on the results/evidence, for mathematics teacher education with a discussion of the effective use of technology.
2022 Publications
VOLUME 22 ISSUE 3
by Jennifer Borland, Adam Moylan , Anthony Dove, Matthew Dunleavy & Vinod Chachra
Nina G. Bailey, Demet Yalman-Ozen, Jennifer N. Lovett, Allison W. McCulloch, Lara Dick & Charity Cayton
VOLUME 22 ISSUE 2
Elementary Teachers’ Approach to Responsive Teaching in a Self-Regulated Mathematics Environment
by Anne Estapa , Denise Schmidt-Crawford , Andrea Ash & Ercin Sahin
VOLUME 22 ISSUE 1
Representations of Practice Used in Mathematics Methods Courses
by Christine K. Austin & Karl W. Kosko