At Vector we accept contributions of a wide variety. Vector caters to a diverse audience consisting of elementary to secondary to post-secondary mathematics educators and mathematicians. As such, we welcome submissions from all of these constituents and urge all authors to keep the diversity of our readership in mind when crafting their articles. The editors are available to work with you on the shaping of an article to fit into one of these categories.

Questions, suggestions, submissions should be sent to the editors.

Images: must be sent as separate attachments (high resolution JPG and EPS files are preferred) and labelled accordingly. If you are submitting images with student’s faces, you must have permission.
Contributor Bio: 50 words max; must be included

In addition to editorial support and suggestions, contributors now have an option to have certain articles peer-reviewed.Contributors who opt for peer-review can expect to receive two independent reviews plus a summary of the reviews by one of the editors. You will then be asked to revise and resubmit your article in accordance to the reviewers’ comments. If you are submitting your article under the peer-review option please indicate so at the time of submission. Readers benefit by reading more rigorously edited articles, while contributors benefit from being able to claim that their submission has been peer-reviewed.

The length of Vector articles should not exceed 3000 words with the exception of book reviews which should not exceed 1500 words.

The submission of an article means you are involved in an editing process. We ask that you ensure you have proof-read your article and that you share it with a colleague prior to sending it to us. The editors reserve the right to edit for clarify, brevity and grammar.

Below are some guidelines to help with your writing.

 

Guidelines for Submission toVector

If you decide to write for Vector, one thing that will help make your article easier to write and easier to read is to follow these suggestions.

To start your paper, we highly recommend you answer the following questions (two sentences each):

  • What is the question you are trying to answer?
  • State the intervention: what will you do?
  • Evidence collection: What did you find out? What have you done to find this out?
  • Did you answer the question? How?
  • What are your conclusions?

For example:

You might be worried that high-stake testing affects student performance, and you decide to implement quizzes that are not used for summative assessment purposes. A question might be, “Are students motivated to perform when no marks are given, and are the results of such assessments helpful in a formative manner?” The answer involves the need to carry out the intervention, the details of what happens, and a convincing argument that your experience answers (or doesn’t answer) the question(s).

Other questions you can ask yourself are:

  • What questions didn’t your inquiry answer?
  • What are you curious about now?
  • What other interventions could have occurred?
  • How did your students respond? How do you know this?

 

Please try to include some high-resolution photos to include with your report. These are suggestions and not requirements. There may be other questions you choose to answer. However, we have found that answering these questions can provide a structure that helps with the review and editing process.

 

The deadlines for submission of articles are February 1 (spring issue) and July 1 (fall issue). Please submit your article to:

seanchorney@gmail.com

srobinson@sd64.bc.ca

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