# Information for Authors and Referees

MAA *Convergence *(where mathematics, history, and teaching converge!) publishes articles about the history of mathematics and its use in teaching. It is aimed at teachers of mathematics at both the secondary and collegiate levels. Preference is given to topics from grades 8–16 mathematics, with special emphasis on topics from grades 8–14: algebra, combinatorics, synthetic and analytic geometry, trigonometry, probability and statistics, elementary functions, calculus, differential equations, and linear algebra.

**Article Types and Descriptions**

**Classroom activities, projects, or modules**

These may be designed for a few minutes, days, or weeks of instruction in grades 8–16 classes. Although most will be self-contained articles showing how to use history in the teaching of a particular topic, these products also may serve as companion pieces to articles published in *Convergence *or other MAA journals, providing instructions and/or tools for using information from those articles in classroom settings. Authors should give potential users as much direction as possible about when and how to use the activity, project, or module (e.g. in which courses? to introduce, develop, and/or review a topic? to replace or supplement traditional instruction? in class and/or homework? how much time for each? individual or group work?) We invite you to share with our readers how you are using the history of mathematics in your classroom!

**Expository articles**

Articles on historical topics in the grades 8–16 mathematics curriculum and ideas for using the material in the classroom, ideally along with interactive components, animations, colorful graphics, and/or links that take advantage of the online setting. We invite you to share your expertise or to take the opportunity to learn more about a topic by writing an article about it!

**Math historians:**Consider sharing with*Convergence*readers your latest mathematics history research, taking advantage of our online format and emphasizing suggestions for grades 8–16 classroom use.**Math educators:**Share your latest research on the role of mathematics history in mathematics education or your latest history-based instructional materials (see "Classroom activities" above).

**Classroom testimonials**

Testimonials should describe your experiences using a particular teaching aid, article, book, or website in the classroom. They may range from informal to formal evaluation, and the outcome may be adoption, adaption, or rejection.

**Translations of primary sources**

Translations of primary sources should beaccompanied by commentary explaining the work and its context, which show *Convergence *readers how mathematical ideas were developed in various cultures and how knowledge of these developments can be used in teaching the same ideas to today's students.

As each of these descriptions indicate, *Convergence* articles **must address how the history discussed in an article has been—or could be—employed in a mathematics classroom**. For examples of how these classroom connections can be made, please see our tipsheet, Connecting History to the Mathematics Classroom.

We also welcome you to submit items for the following features:

- "Mathematical Treasures" highlights
**images of of important books, manuscripts, and objects**in the history of mathematics. - "Problems from Another Time" highlights
**historical problems.** - "On This Day" is a listing of three or four historic
**mathematical events**that happened on each date. - "Today's Quotation" is a quotation about mathematics from a historical figure selected from an alphabetized list of
**quotations**. - The "Calendar" is an up-to-date guide to
**conferences and events**around the world that feature or include the history of mathematics and its use in teaching.

**How to Submit an Article**

Submissions should be sent electronically to the editors by email. Articles sent in LaTeX, Word, pdf, or html formats are welcome, as is a temporary URL for a posted version of your article with all images, applets, etc. in place.

#### Peer-Review and Ethics

All submissions undergo an initial screening by the editors. At that point, editors may decline publication without further evaluation or send a submission back to the author(s) for minor or major revisions before it is sent out for additional peer review by one or more referees. All refereeing is at single blind (i.e., referees' identities are unknown to authors) and is double blind when this is feasible. Editors may appoint additional referees, request minor or major revisions from authors, or commit to a final decision about a manuscript at any point during the review process.

#### Author Guidelines

For your final submission of an accepted article, please plan to submit the following

- For an article with very little mathematical notation, a Word or any text file.
- For an article with much mathematical notation, a LaTeX file or an html file incorporating MathJax. Please use
*arrays*rather than tables. - Parenthetical citations and a reference list in the Author-Date form of Chicago Citation Style.
- Images in separate files in png or jpg format and links to any applets posted at GeoGebra's Classroom Resources site. Each applet must fit in a window no greater than 700 pixels wide.

##### About Applets

*More about applets:* We have a definite preference for applets created using the free software GeoGebra, because these applets can be hosted by our MAA account in GeoGebra's Classroom Resources. (Similarly, videos will be hosted by the *Convergence* channel on YouTube.) As you create applets, please keep in mind that each applet must fit in a window no greater than 700 pixels wide. If you have an idea for animation or interactivity in an article, but do not know how to produce applets for it, we suggest you first search for an applet in GeoGebra Classroom Resources that's similar to what you have in mind, examine its source code, and see if you can modify it to get what you want. If this fails, please contact an expert on your own campus for help. If that fails, please contact the editors (Amy Ackerberg-Hastings and Daniel Otero) and they will attempt to assist you.

##### Specific Instructions for Mathematical Treasures

Please include the following components.

- High-quality and informative images of a historical mathematical book or object. Images of books typically include the title page and one or more samples of the content. Please remember to check the Index for works that are already included in the collection, although we may be interested in earlier editions of books that are currently only depicted in late printings.
- Permission from the owner of the book or object to publish the images.
- Approximately 300 words of text describing the historical significance of the book and author (or object and creator). The text should also explain why the examples you have chosen are historically or pedagogically interesting. Think about why or how another instructor might want to use these images in the classroom. This text must be original to you; do not copy from Wikipedia, MacTutor, or any other source. Please also note placements of images within the text.
- A bibliography of any sources used in preparing the description.
- Information on the owning repository for the Acknowledgments and instructions to request permissions.

**Sign-up to serve as a Referee**

If you would be willing to serve as a referee for articles submitted to *Convergence*, please let the editors know which topics and types of articles you would prefer to review.