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Call for Chapters for the APME 2015

Annual Perspectives in Mathematics Education (APME) 2015:
Assessment to Enhance Learning and Teaching

If you have missed the March 1 Intention-to-Submit-Form deadline but are interested in submitting a chapter, please contact Chris Suurtamm at Please note that due to tight timelines, chapters must be submitted by the May 15 deadline. This deadline will not be extended. 

Intention to Submit Form (Word)
Deadline March 1, 2014 

The 2015 Annual Perspectives in Mathematics Education (APME) Volume: Assessment to Enhance Learning and Teaching will consist of chapters that represent current thinking in assessment in the context of mathematics education. To that end, the focus will be on the important role that assessment plays in informing teacher practice and encouraging student learning. Chapters should make strong links between research and practice and should highlight important assessment issues as they relate to informing mathematics teaching and learning. Each chapter should appeal to a broad audience that includes mathematics educators in a variety of capacities, such as teachers, teacher leaders, professional development leaders, mathematics teacher educators, and researchers. Suggested topics include, but are not limited to the following:

  • Assessment practices for informing planning and instruction and to support students’ mathematics learning (e.g., formative assessment, classroom based assessment, progress monitoring, evidence-based assessment, effective feedback, peer- and self-assessment, using assessment data)
  • Critical examination of assessment practices in regard to issues of access and equity to support teaching and learning of all students
  • Teacher knowledge and professional development with regard to assessment practices to promote student learning and inform teaching
  • Issues and examples related to the enactment of classroom practices that reflect current thinking and research in assessment and mathematics education (e.g., the use of assessment for learning, as learning, and of learning in mathematics classrooms)
  • Critical examination of benefits, limitations, and/or uses of current high stakes assessment and their influence on teaching and learning
  • The design of alternative modes of assessment in mathematics (e.g., incorporating technology, investigations, various forms of formative assessment)
  • The development of assessment tasks and criteria that reflect the complexity of mathematical thinking, problem solving and other competencies
  • Synthesis of research, theory, purposes and/or issues related to assessment to inform teaching and learning
  • Challenges to and opportunities for blending formative and summative assessment productively in the mathematics classroom
  • Design of assessments for National, State, or Provincial Standards, such as the Common Core State Standards, including targeting specific Standards for Mathematical Practice and/or Content Standards
  • Use of assessments as part of differentiated instruction and/or programs aimed at assessing and meeting individual students’ learning needs
  • Assessment as a vehicle for reform
  • Alignment and coherence of curriculum, instruction, and assessment
  • Considerations and issues regarding assessment of teaching


 Details for Submission 

Interest in submitting a chapter to this APME volume should be indicated by submitting an Intention to Submit form to by March 1, 2014.  

The full chapter is to be submitted electronically by May 15, 2014 to the same email address.  Late or partial manuscripts will not be considered. All chapter submissions will be blind peer-reviewed and authors will receive feedback within 8 weeks.

With regard to the full chapter submission, full details regarding submission requirements will be sent once your Intention to submit form is submitted. Generally speaking, the submitted manuscript will require:

  • use of a standard word processing program, such as Microsoft Word using a font size of 12 (preferably Times New Roman)  
  • an abstract of 200 words or less.  You may wish to refer to your Intention to Submit form and edit what you have already provided as a possible abstract
  • a manuscript in which all material is double-spaced, including abstract, quoted matter, lists, tables, notes, references, and bibliographies. Manuscripts should not exceed 3500 words (fourteen pages), including the references
  • only essential tables and figures
  • a separate cover sheet with manuscript title and name(s) of author(s) in the order of authorship and including affiliations. The lead author should provide full contact information. Because initial decisions will be made during the summer, lead authors should ensure some appropriate means of contact, or designate another individual to receive information.  
  • not referencing your own work in a way that compromises the blind-review process. All blinded references can be re-inserted should your work be accepted for publication.
  • all references cited in the manuscript to be listed at the end of the manuscript using the Chicago Manual of Style, 16th ed. NCTM uses the humanities style, which gives the full names of all authors and editors.

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