In her final editorial as field editor of JRME, Cynthia W. Langrall presents a slightly modified version of the talk that she gave at the opening session of the NCTM Research Conference in San Francisco on April 11, 2016, focusing on JRME’s past and future and what JRME means to the mathematics education research community.

When it comes to improving student achievement in mathematics, a core belief is that curriculum materials are of the utmost importance. However, the link between a curriculum program and student learning is affected by the ways in which teachers use resources to design learning experiences. In the first half of this commentary, the author raises questions about the emphasis in research on finding the most effective curriculum programs. In the second half of this commentary, she suggests how researchers can build on existing work to define, describe, and support teachers in learning more effective practices for using curriculum.

This article provides an example of, and lessons from, teaching and learning critical mathematics in a Chicago public neighborhood high school with a social justice focus. He addresses possibilities and challenges of curriculum development and teaching, examines student learning, and poses questions and directions for further research and practice.

To learn mathematical practices, students need opportunities to engage in them. But simply providing such opportunities may not be sufficient to support all students. Simultaneously, explicitly teaching mathematical practices could be problematic if instruction becomes prescriptive. This study investigates how teachers might make mathematical practices explicit in classroom discourse.

Individuals who served as guest editors and reviewers for manuscripts submitted to JRME in 2015 are acknowledged.

A listing of articles, departments, and book reviews that appeared in 2016 across volume 47.

This call for manuscripts is asking for submissions to the Connecting Research to Teaching department in Mathematics Teacher (MT).