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Policies

Instructions to Authors

Contents:

  1. General Information
  2. Copyright for Numeracy
  3. Open Access Policy for Users
  4. Attribution and Usage Policies
  5. Editorial Policies
  6. Peer Review Process
  7. Guidelines for Preparing Manuscripts
  8. Reference Styles
  9. How to Submit Your Paper

General information

Numeracy is the open-access journal of the National Numeracy Network. Published continuously since January 2008, Numeracy strives to be the premier dissemination vehicle for scholarship in quantitative literacy (QL). Its peer-review process seeks feedback from an interdisciplinary group with the goal that its papers be relevant across disciplines. There are two issues per year, in January and July.

Papers include research articles, notes and reviews; evidence-based case studies of classroom materials, courses, programs, curricula, and initiatives; expository accounts of applied QL relevant for courses in multiple disciplines; analyses and primers of methodologies; historical accounts; commentaries and issue papers; reviews of books and other educational resources; and discussion/replies. Topics cover the entire range of QL: theories of teaching and learning; assessment; classroom practice; curriculum improvement; educational and information resources; faculty development; policy issues; real-world occurrence and applications.

Numeracy seeks papers from a wide range of disciplines, including mathematics and statistics; natural and social sciences; humanities and fine arts; business and industry; engineering; sports and recreation; medicine, nursing and public health.

Numeracy publishes two main types of papers. Articles are full accounts of projects, resources, developments and topical subjects. Perspectives give points of view of experiences and issues, or preliminary reports on new ideas and innovations. The two types of papers are similar in that their findings and conclusions are substantiated by some combination of data, analysis, and reasoned argument.

Numeracy is hosted for the National Numeracy Network by the USF Library, which is committed to ensuring that peer-reviewed research is open access. Thus Numeracy is freely and universally accessible online and its authors retain copyright under a Creative Commons Attribution-NonCommercial 4.0 International License, allowing anyone to reproduce or disseminate articles for non-commercial purposes, so long as the original authors and source are cited. After publication, authors have the right to post pre-print or post-print versions of their article online, including on their personal, departmental, or institutional repository pages. The journal content is preserved in LOCKSS and Portico, in addition to the back-ups at USF and offsite via bepress.

There are no publication charges.

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Authors must agree to the following when submitting a manuscript for consideration:

I hereby grant to the USF Tampa Library and the journal publisher the nonexclusive, royalty-free right to distribute, display, and archive this work in a digital and/or print format for non-commercial educational and research uses during the full term of copyright. I warrant that I have the copyright to make this grant to the USF Tampa Library and the journal publisher unencumbered and complete. Authors are responsible for obtaining permission to reproduce copyrighted material from other sources.

Following publication, the author’s rights will be protected under a Creative Commons License Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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Open Access Policy for Users

Numeracy is an open access journal, which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author for non-commercial purposes. Nonetheless, reproduction, posting, transmission or other distribution or use of the article or any material therein requires credit to the original publication source with a link to both the article and the license. This open access policy is in accordance with the Budapest Open Access Initiative's (BOAI) definition of open access.

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Attribution and Usage Policies

Reproduction, posting, transmission or other distribution or use of the article or any material therein, in any medium as permitted or by written agreement requires appropriate credit to the original publication source with a link to both the article and the Creative Commons License.

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Editorial Policies

Manuscripts cannot have been previously published or be currently submitted elsewhere for publication while in review for Numeracy, although manuscripts may have been deposited on a preprint server. Manuscripts that are derived from papers presented at conferences can be submitted unless they have been published as part of the conference proceedings in a peer-reviewed journal. Authors are required to ensure that no material submitted as part of a manuscript infringes existing copyrights, or the rights of a third party.

Manuscripts must be submitted by one of the authors of the manuscript, and should not be submitted by anyone on their behalf. The submitting author takes responsibility for the article during submission and peer review. Submission of a manuscript to Numeracy implies that all authors have read and agreed to its content, and that any human-subjects research that is reported in the manuscript has been performed with the approval of an appropriate institutional review board.

Peer-Review Process

The peer-review process is designed to ensure that Numeracy publishes outstanding scholarship. One of the Editors will manage the manuscript. The manuscript's managing Editor will collect reviews and recommendations from at least three reviewers including at least one Associate Editor with respect to four possible outcomes: 1) accept without revision, 2) accept after revision without further external review, 3) neither accept nor reject until author(s) make revisions and resubmit, 4) reject. The reviews will be “single blind” but not “double blind” (i.e., reviewers will know the identity of the authors, but not vice versa, unless the reviewer self-identifies in the review). The manuscript’s managing Editor will make the decision on outcome and advise the author through the bepress system. The ultimate responsibility for all decisions lies with the two Editors, to whom any appeals should be addressed.

Guest editorials, reviews of books and other educational materials, and commentaries and replies will normally be reviewed by only one or both of the Editors.

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Guidelines for Preparing Manuscripts

Manuscripts must be submitted in English (American or British). Authors should submit manuscripts as a Microsoft Word file, which the bepress system will convert into a PDF document. Alternatively, authors may submit a high-quality PDF document.

Title and Abstract

  1. Do not include title, author(s) and abstract on the uploaded text; i.e., begin the document with the introduction. The bepress system will produce a title page and abstract page from information you supply in boxes when you submit the manuscript.
  2. Avoid long titles. We prefer titles (including subtitle) with fewer than 90 characters (including punctuation and spaces) and will object to titles longer than 120 characters.
  3. Use a colon (rather than a dash) to separate title from the subtitle, if you have one.
  4. Prepare an informative, 100–250-word abstract. All papers, including book reviews, editorials and commentaries, must have abstracts. The bepress system displays the abstract in a prominent, preview position. Some readers read only abstracts and do not download the PDF unless they need the details. It is important that the abstract be substantive; it must include sufficient information that the reader learns the method and findings of the study. Abstracts that are merely teases, previews or promises will not be accepted.

Main Text

  1. Do not include page numbers, headers or footers. The bepress system will add the appropriate information, including a running head that you supply during the submission process.
  2. For matters of style, consult The Chicago Manual of Style.
  3. Use the following style formats:
    1. Page size: 8.5 × 11 inches.
    2. Margins (left, right, top, and bottom): 1.5 inches (3.8 cm), including tables and figures.
    3. Line spacing: single space, except to set off block quotations, equations and special remarks. Do not insert extra line space between paragraphs.
    4. Layout: single column, right-justified if possible.
    5. Fonts
      • (1) Main body: 12-point New Times Roman.
      • (2) Footnotes: 10-point New Times Roman.
    6. Headings: Left-justified
      • (1) 1st-order: 16-point Arial, bold. 12-point line space before and after. No punctuation at end.
      • (2) 2nd-order: 14-point Arial, bold, italics. 6-point line space before and after (except none when following a 1st-order heading). No punctuation at end.
      • (3) 3rd-order: 12-point, New Times Roman, bold, ending with a period, in line with the start of the paragraph.
    7. Indents:
      • (1) First paragraph after heading: no indent.
      • (2) Subsequent paragraphs: 2-em (0.3 in.).
      • (3) Block quotations: block indent 0.5 inch from left margin (only).
  4. Use the following document structure:
    1. Introduction
    2. Subsequent sections
    3. Acknowledgments
    4. References
    5. Appendices (if any). (For long appendices, use the supplemental content feature on the left-side navigation column.)
  5. In the Introduction, orient the reader with respect to the intellectual context of the paper, including up-to-date literature citations.
  6. Use footnotes, rather than end notes, for brief, extra information, including Web site URLs that are not included in the references. Number the footnotes consecutively through the document.
  7. Use a brief closing statement to acknowledge significant contributions by professional associates (including students where appropriate), permission to publish by employer, financial support, and reviewers. For Acknowledgment heading, use 14-point, bold, Arial.
  8. Use italics to indicate text you wish to emphasize, rather than underlining it. Similarly, use italics rather than underlining for unusual foreign terms, and titles of books, journals, and movies.

Literature Citations

  1. Cite references in text by author(s) name and year (e.g., Jones 1999) (no comma between name and year). For multiple references by the same author in the same year, use the letters a, b, and c after the year (e.g., Jones 1999a and 1999b). Papers with three or more authors should be cited in the text using "et al." (e.g., Jones et al. 1999) (no comma).
  2. At the end of the paper, list the cited references alphabetically by lead author’s name in chronological order.
  3. Use the reference style of The Chicago Manual of Style (see Reference Styles).
  4. Do not write references to books, journal articles, and other formal publications as footnotes. Informational footnotes may include citations to references in the References section.
  5. Online books, journal articles and other formal publications should be cited and referenced like their in-print counterparts. References for other Web material, such as Web sites, are better done with footnotes; start with the URL and then give the available defining information such as title and author or agency/institute.
  6. Check to be sure that every reference that is cited in text, footnotes, tables and figure captions is listed in the References section.
  7. Any 'in press' articles cited within the references and necessary for the reviewers' assessment of the manuscript must be made available if requested by the editorial office.

Figures and Table

  1. Anticipate that in the published document all tables and figures will need to fit within 1.5-inch margins on all sides (top, bottom, left and right), whether portrait or landscape. Large tables or figures will be on pages by themselves, but they will need to be within the 1.5-inch margins.
  2. For the review manuscript, include the tables and figures at the end. Indicate in the text the approximate location where the table or figure should appear (e.g., “Figure 1 about here,” set off by horizontal lines across the page). Include the figure caption with the figure.
  3. Every figure and table must be referenced in the text. For figures, use “Fig.” when referring to a figure in parentheses; otherwise spell it out (“Figure”).
  4. Each table must have a table number and title above the main part of the table. The table number (consecutive Arabic numerals) and title (headline capitalization) should be on successive lines and be New Times Roman, 9-point, bold. Explanatory information does not belong in the title; use notes (New Times Roman, 8-point) below the main body of the table and separated from it by a rule the full width of the table.
  5. For the body of the table use New Times Roman, 8-point font. The table should be constructed to be small so that readers can easily see the structure of the table. Use horizontal rules sparingly and, if possible, avoid vertical rules entirely. The boxy, gridded-cell appearance of tables as produced (before modification) by many word processors is not wanted. For detailed guidance, see The Chicago Manual of Style.
  6. Each figure must have a caption below the figure.
  7. Figure captions should be in New Times Roman, 10 point. They should consist of the following three parts: (1) Figure number (e.g., “Figure 1.”), bold, with Figure spelled out, and the Arabic numeral followed by a period; (2) figure title (sentence-style capitalization); (3) explanation and discussion, if important, up to 300 words.
  8. For the final manuscript, you will need to submit the figures in separate files in TIF format or EPS format with embedded fonts. The published figures must have a resolution of at least 300 dpi (dots per inch). Here are some tips for preparing your figures:
    1. Avoid making prescreened line art (art containing gray shading). It is nearly impossible to digitize these images accurately without creating “blotchy” patterns. If you must use gray shading: generate the image at line screens of 85 lines per inch or lower; apply gray in steps no closer than 20 percent; do not use levels of gray below 20 percent or above 70 percent.
    2. Use thick, solid lines no finer than 1 point in thickness.
    3. Use bold, solid, sans serif type for lettering. At 100 percent, no type should be smaller than 6 point.

Mathematics

  1. Type short mathematical expressions inline. Longer expressions should appear as display math. Also expressions using different levels (e.g., such as fractions) should be set as display math. Important definitions or concepts can also be set off as display math.
  2. Number equations sequentially. Number them on the right.
  3. Italicize Roman letters used as variables in mathematical expressions. Roman letters used as part of multi-letter function names should not be italicized. Whenever possible, subscripts and superscripts should be a smaller font size than the main text.
  4. Avoid unusual fonts for notation and symbols. This will not only enhance the clarity of the manuscript, but it will also help ensure that it displays correctly on the screen and prints correctly. When proofing your document under PDF pay particular attention to the rendering of the mathematics, especially symbols and notation drawn from other than standard fonts.

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Reference Styles

General Guidelines

These guidelines are based heavily on the The Chicago Manual of Style. They are followed by a list of references selected from reference lists of papers in Volume 3, Issue 2 (July 2010) to illustrate the guidelines. The reference list included here is also intended to illustrate how we want authors to organize and lay out their reference lists.

For referencing an authored book, see Best (2001), Tufte (2001, 2003), Bennett and Briggs (2009), and Gillman and Housman (2009) in the reference list. For an edited volume, see Steffe and Nesher (1996), Steen (2001), Madison and Steen (2003, 2008a), Gillman (2006), and Madison et al. (2009). For a book authored by an organization or institution see CoMap (1988) and NCTM (2000); note that the acronym, not the spelled out name, is used in the citation and then, in the reference list, the acronym is cross-referred to the full reference using the organization or institution’s name. Note that in all cases, the title is capitalized sentence style and italicized. If there is a subtitle, it is separated from the title by a colon (not a dash), and the first word is capitalized. The edition follows the title (Bennett and Briggs 2009), and the place of publication precedes the publishing company.

For referencing an article in a journal and the digital object indicator (DOI) is known (which includes all papers in Numeracy), see Sundre and Kitsantas (2004), Howery and Rodriguez (2006), Peters et al. (2006), Ancker and Kauffman (2007), Grawe and Rutz (2009), Madison and Steen (2008b), Sweet et al. (2008), Madison (2009), Taylor (2009), Wallace et al. (2009), Wenner et al. (2009), and Wilder (2009). For an article in a journal and there is no DOI but an online copy is available through some database, see Tapia and Marsh (2004). For an article in a journal with no accessible online copy, see Chun (2002), Halpern and Hakel (2003), Bookman et al. (2008), and Wu (2009). Note that in all cases, the title of the article is capitalized sentence style, and the subtitle is handled the same way as in a book; do not enclose the title in quotation marks. The journal title is capitalized headline style and italicized. There is no punctuation between the journal name and volume number; the issue or number is enclosed in parentheses; there is a colon between the issue number and page range, which is indicated by an en dash (not a hyphen).

For referencing an article that is one of several cited from a single edited volume, see Best (2008), Lutsky (2008), Shavelson (2008), Steen (2008) and Taylor (2008). For referencing one or two articles from an edited volume, see Dubinsky (1991), Hughes-Hallett (2001), Thompson and Saladanha (2003), and Smith and Thompson (2007). For referencing an article in an edited proceedings volume, see Thomson (1988). Note that after the title of the article, "In" starts a new sentence about the edited book, "ed." is read as "edited by," the names of the editors are not inverted, and the page range is given after the editor information.

For papers given at meetings, see Sundre and Miller (2005), Madison (2006) and Miller et al. (2007). For a paper given at a meeting and later posted on a stable Web site, see Madison (2006). For an online news item, see Morin (2009). For other stable online references, see Power (2004), Steen (2007), AAC&U (2009), Bressoud (2009a, 2009b), College Board (2009a, 2009b), and Zemsky (2009). Informal online material should be referenced in footnotes.

As shown in the following reference list, the last name is given first for the lead author but not for additional authors. The preference is to use initials only, but Numeracy authors may use given names if they prefer so long as they are consistent through the reference list and use the names (and initials) as used on the references they are citing. Note that a space is used between successive initials; a period follows each initial; and a comma is used after the period of the last initial of the lead author for multi-author papers. Successive authors are separated by commas. Do not use an ampersand, unless the author is an organization that itself uses it (e.g., AAC&U). The date following the author names is set off by periods (not commas).

The names of the lead author are inverted (while the names of all the other authors and editors are not) to enable the reference list to be alphabetized by author name. In cases where the same author is lead author of multiple references, the references are ordered into sets: first, single-author references; next, two-author papers with that lead author; then, papers by three or more authors (the et al. papers). Within the multiple-author sets, the references are ordered alphabetically by next author (e.g., Sundre and Kitsantas 2004; Sundre and Miller 2005; and these would be listed in the reference list in the same order even if the years were reversed) and next by year (e.g., Best 2001, 2008; Taylor, 2008, 2009; Steen 2001, 2007, 2009; Madison and Steen 2003, 2008a). If possible, for cases of multiple papers from the same author or same ordered combination of authors in a single year, the papers should be ordered alphabetically by the paper’s title (e.g., Bressoud 2009a, 2009b; College Board 2009a, 2009b; Madison and Steen 2008a, 2008b); this convention is overruled if the text requires the papers to be cited in some other order, in which case the references should be labeled with “a” and “b” and listed to accord with the order in which they are cited in the text. The list of references includes numerous examples of multiple references from the same author or combination of authors. Note that three-em dashes are used in the list as much as possible to replace preceding author(s) (cf., Best 2001, 2009; Bressoud 2009a, 2009b; Taylor 2008, 2009; Madison 2009 and Madison and Steen 2003; Gillman 2006 and Gillman and Housman 2009; Thompson 1988 and Thompson and Saladanha 2003).

Format the references as paragraphs with 0.3-in. hanging indents. Use the usual 12-point New Times Roman font. Hyperlink the URLs, and note the date of last access.

Reference List

  • AAC&U. See Association of American Colleges and Universities.
  • Ancker, J. S., and D. Kaufman. 2007. Rethinking health numeracy: A multidisciplinary literature review. Journal American Medical Information Association 14(6): 713−721. http://dx.doi.org/10.1197/jamia.M2464 (accessed July 25, 2010).
  • Association of American Colleges and Universities. 2009. Valid assessment of learning in undergraduate education. http://www.aacu.org/value/index.cfm (accessed May 28, 2010).
  • Bennett, J., and B. Briggs. 2009. Using and understanding mathematics: A quantitative reasoning approach. 4th ed. Reading MA: Addison.
  • Best, J. 2001. Damned lies and statistics. Berkeley: University of California Press.
  • ———. 2008. Beyond calculation: Quantitative literacy and critical thinking about public issues. In Madison and Steen 2008a, 125−135.
  • Bookman, J., S. Ganter, and R. Morgan. 2008. Developing assessment methodologies for quantitative literacy: A formative study. . American Mathematical Monthly 115 (10): 911−929.
  • Bressoud, D. 2009a. AP Calculus: What we know. http://www.maa.org/columns/launchings/launchings_06_09.html (accessed May 28, 2010).
  • ———. 2009b. Establishing the quantitative thinking program at Macalester. . Numeracy 2(1): Article 3. http://dx.doi.org/10.5038/1936-4660.2.1.3 (accessed July 15, 2010).
  • Chun, M. 2002. Looking where the light is better: A review of the literature on assessing higher education quality. . Peer Review, 4 (2/3): 16−25.
  • College Board. 2009a. Advanced Placement Calculus. http://www.collegeboard.com/student/testing/ap/sub_calbc.html (accessed May, 28, 2010).
  • ———. 2009b. Advanced Placement Statistics.
  • CoMap. See Consortium for Mathematics and Its Applications.
  • Consortium for Mathematics and Its Applications. 1988. For all practical purposes: Introduction to contemporary mathematics. New York, NY: W. H. Freeman and Company.
  • Dubinsky, E. 1991. Reflective abstraction in advanced mathematical thinking. In Mathematical thinking and problem solving, ed. A. Schoenfeld, 221−243. Hillsdale, NJ: Erlbaum.
  • Gillman, R., ed. 2006. Current practices in quantitative literacy.. Washington, DC: The Mathematical Association of America.
  • ———, and D. Housman 2009. Modeling conflict and cooperation. Providence, RI: American Mathematical Society.
  • Grawe, N. D. and C. A. Rutz. 2009. Integration with writing programs: A strategy for quantitative reasoning programming development. Numeracy 2 (2): Article 2. http://dx.doi.org/10.5038/1936-4660.2.2.2 (accessed July 16, 2010).
  • Halpern, D. F., and M. D. Hakel. 2003. Applying the science of learning to the university and beyond. Change Magazine (July/August): 36−41.
  • Howery, C. B., and H. Rodriguez. 2006. Integrating data analysis (IDA): Working with sociology departments to address the quantitative literacy gap. Teaching Sociology 34 (1): 23−38. http://dx.doi.org/10.1177/0092055X0603400103 (accessed July 15, 2010)
  • Hughes-Hallett, D. 2001. Achieving numeracy: The challenge of implementation. In Mathematics and democracy, ed. L. A. Steen, 93−98. Princeton, NJ: National Council on Education and the Disciplines.
  • Lutsky, N. 2008, Arguing with numbers: Teaching quantitative reasoning through argument and writing. In Madison and Steen 2008a, 59−74.
  • Madison, B. L. 2006. Pedagogical challenges of quantitative literacy. ASA Section on Statistical Education. http://www.statlit.org/pdf/2006MadisonASA.pdf (accessed May 28, 2010).
  • ———. 2009. All the more reason for QR across the curriculum. Numeracy 2 (1): Article 1. http://dx.doi.org/10.5038/1936-4660.2.1.1 (accessed July 15, 2010).
  • ———, and L. A. Steen, eds. 2003. Quantitative literacy: Why numeracy matters for schools and colleges. Princeton, NJ: National Council on Education and the Disciplines. http://www.maa.org/ql/qltoc.html (accessed May 28, 2010).
  • ———, eds. 2008a. Calculation vs. context: Quantitative literacy and its implications for teacher education. Washington, DC: Mathematical Association of America. http://www.maa.org/Ql/calcvscontext.html (accessed May 28, 2010).
  • ———. 2008b. Evolution of numeracy and the National Numeracy Network. Numeracy 1 (1), Article 2. http://dx.doi.org/10.5038/1936-4660.1.1.2 (accessed July 15, 2010).
  • Madison, B. L., S. Boersma, C. L. Diefenderfer, and S. W. Dingman. 2009. Case studies for quantitative reasoning: A casebook of media articles, 2nd ed. New York, NY: Pearson.
  • Miller, B. J., C. Setzer, D. L. Sundre, and X. Zeng. 2007. Content validity: A comparison of two methods. Paper presentation to the National Council on Measurement in Education. Chicago, IL.
  • Morin, B. 2009. Aspiring school teachers fail in math. WPRI.com, Eyewitness News. http://www.wpri.com/dpp/news/local_news/local_wpri_massachusetts_aspiring_school_teachers_fail_in_math20090519 (accessed June 12, 2010).
  • NCTM. See National Council of Teachers of Mathematics.
  • National Council of Teachers of Mathematics. 2000. Principles and standards for school mathematics. Reston, VA: NCTM.
  • Peters, E., D. Vastfjall, P. Slovic, C. K. Mertz, K. Mazzocco, and S. Dickert. 2006. Numeracy and decision making. Psychological Science 17 (5): 410−413. http://dx.doi.org/10.1111/j.1467-9280.2006.01720.x (accessed July 15, 2010)
  • Power, D.J. 2004. A brief history of spreadsheets. http://dssresources.com/history/sshistory.html (accessed June 22, 2010).
  • Shavelson, R. J. 2008. Reflections on quantitative reasoning: An assessment perspective. In Madison and Steen 2008b, 27−44.
  • Smith, J., and P. W. Thompson. 2007. Quantitative reasoning and the development of algebraic reasoning. In Algebra in the early grades, ed. J. Kaput, D. Carraher, and M. Blanton, 95−132. New York: Erlbaum.
  • Steen, L. A. (exec. ed). 2001. Mathematics and democracy: The case for quantitative literacy. The Woodrow Wilson National Fellowship Foundation, National Council on Education and the Disciplines. http://www.maa.org/ql/mathanddemocracy.html (accessed June 12, 2010).
  • ———. 2007. Selected quantitative literacy programs in U. S. Colleges and Universities. http://www.stolaf.edu/people/steen/Papers/qlprogs.pdf, accessed May 31, 2010).
  • ———. 2008. Reflections on Wingspread workshop. In Madison and Steen 2008a, 11−23.
  • Steffe, L. P., and P. Nesher, P., eds. 1996. Theories of mathematical learning. Mahwah, NJ: Erlbaum.
  • Sundre, D. L., and A. Kitsantas. 2004. An exploration of the psychology of the examinee: Can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemporary Educational Psychology 29 (1): 6−26. http://dx.doi.org/10.1016/S0361-476X(02)00063-2 (accessed July 15, 2010)
  • Sundre, D. L., and B. J. Miller. 2005. Continued refinement of an assessment instrument: JMU’s scientific and quantitative reasoning tests. Paper presented at the annual meeting of the Virginia Assessment Group. Virginia Beach, VA.
  • Sweet, S., S. Morgan, and D. I. Johnson. 2008. Using local data to advance quantitative literacy. Numeracy 1 (2): Article 4. http://dx.doi.org/10.5038/1936-4660.1.2 (accessed July 15, 2010).
  • Tapia, M., and G. E. Marsh. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly 8 (2). http://www.rapidintellect.com/AEQweb/cho25344l.htm, (accessed May 31, 2010)
  • Taylor, C. 2008. Preparing students for the business of the real (and highly quantitative) world. In Madison and Steen 2008a, 109−124.
  • ———. 2009. Assessing quantitative reasoning. Numeracy 2 (2): Article 1. http://dx.doi.org/10.5038/1936-4660.2.2.1 (accessed July 15, 2010).
  • Thompson, P. W. 1988. Quantitative concepts as a foundation for algebra. In Proceedings of the annual meeting of the North American chapter of the international group for the psychology of mathematics education, Vol. 1, ed. M. Behr, 248−254. Montreal, Canada: University of Quebec.
  • ———, and L. Saladanha. 2003. Fractions and multiplicative reasoning. In Research companion to the principles and standards for school mathematics, ed. J. Kilpatrick, G. Martin, and D. Schifter, 95−114. Reston, VA: National Council of Teachers of Mathematics.
  • Tufte, E. 2001. The visual display of quantitative information. Cheshire, CT: Graphics Press.
  • ———. 2003. Visual explanations: Images and quantities, evidence and narrative. Cheshire, CT: Graphics Press.
  • Wallace, D., K. Rheinlander, S. Woloshin, and L. Schwartz. 2009. Quantitative literacy assessments: An introduction to testing tests. Numeracy 2 (2): Article 3. http://dx.doi.org/10.5038/1936-4660.2.2.3 (accessed July 15, 2010).
  • Wenner, J. M., E. M. Baer, C. A. Manduca, R. H. Macdonald, S. Patterson, and M. Savina. 2009. The case for infusing quantitative literacy into introductory geoscience courses. Numeracy 2 (1), Article 4. http://dx.doi.org/10.5038/1936-4660.2.1.4 (accessed July 15, 2010).
  • Wilder, E. I. 2009. Responding to the quantitative literacy gap among students in sociology courses. Teaching Sociology 37 (2): 151−170. http://dx.doi.org/10.1177/0092055X0903700203 (accessed July 15, 2010)
  • Wu, H.-H. 2009. What’s sophisticated about elementary mathematics? American Educator 33(3):4−14.
  • Zemsky, R. 2009. The to-do list. Inside Higher Ed (September 14). http://www.insidehighered.com/views/2009/09/14/zemsky (accessed June 12, 2010).

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How to Submit Your Paper

New Account

To register a new account, click "Submit Article" in the sidebar. Then click on "Create Free Account" and enter your first and last name, e-mail address, and preferred password. You should receive immediately a confirmation e-mail at the address you provided (you may need to check your Junk mail); click in the link in the e-mail and proceed with your submission if ready. If you attempt to create an account at an address already in the system, you will be sent your password as a reminder. If you require assistance, contact the Journal Staff at .

Initiating the Process

Start the manuscript submission process by pressing the "Submit Article" link on the home page. If you have a bepress account, log-in and press “Continue.” If you do not have an account, you will need to register. After you have logged in, you will see a page listing the essentials you will need to complete the process: title, a separate abstract (for articles, perspectives and book reviews, not for guest editorials and commentaries/replies); and the manuscript in Word, RTF, or PDF. After reviewing the required elements, press “Continue.” Then review the Article Submission Agreement and the Copyright Agreement, and press “Accept.” (Pressing “Decline” dead-ends the process.)

Completing the Process

Review and, if necessary, correct the information about you, the first author, and press “Continue” (if you are not the first author, you can reorder the authors after they are all entered). Follow the prompts on the next page to enter all your co-authors and end with “Continue” to reach the main upload page. Fill in the boxes for the following and then submit.

  • Title (headline capitalization)
  • Running head (a shorter version of the title, max 60 characters)
  • Key words (optional)
  • Subject (select one or more from a list)
  • Type of article (select one from list: Article, Perspective, Book Review, Comment or Reply, Editorial, other)
  • Abstract (upload or type)
  • Article (upload. If you upload a Word or RTF document, bepress will convert it to PDF and send it to you for checking.)
  • Cover letter (purpose and anticipated contribution to QL education)

A completion screen will provide you with a four-digit manuscript number for your manuscript. The system will send you an e-mail to confirm when it has converted to PDF. Please check over the PDF carefully to ensure the conversion was satisfactory and that the manuscript is ready for review. If no revisions are necessary, you do not need to notify the editor. If revisions are necessary, go to your My Account page, click on the submission title, and then use the "Revise submission" link to provide a revised version. Both you and the editor assigned to your submission will be notified when the revision has been uploaded, so there is no need to confirm with the editor.

Later

You can update your Profile (e.g., Password, E-mail, Name, Institutional Affiliation) from the home page: http://services.bepress.com/numeracy/. Click “My Account.” Then

  • Log in to the site with your E-mail address and Password.
  • Click: Log In.
  • Click: Edit Profile.
  • Complete or update the fields on this screen to update your profile.
  • Please note: if you change your password, you will have to log in again using the new password.
  • Click: Update.

If you forget your password, click on “Forget your password?” on the login page.

You can also upload a new submission from the “My Account” page: Click “Upload” to start the process.

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Please contact the editors if you have any additional questions.