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Education & Language - Mathematics Education | Digital Experiences in Mathematics Education

Digital Experiences in Mathematics Education

Digital Experiences in Mathematics Education

Editor-in-Chief: Nathalie Sinclair

ISSN: 2199-3246 (print version)
ISSN: 2199-3254 (electronic version)

Journal no. 40751

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Follows efforts to understand and incorporate new ideas on mathematical thinking, content, learning and assessment

  • Surveys research on mathematics learning, content and assessment
  • Offers a forum for discussion of mathematical thought
  • Includes debates on issues of equity, cultural diversity, professional development and more

This journal chronicles research on mathematics learning, the way it is assessed and interactive settings in which it can be embedded. It offers a forum for discussing mathematical thought, and issues of equity, cultural diversity and professional development.

Related subjects » Learning & Instruction - Mathematics Education

Abstracted/Indexed in 

Google Scholar, CNKI, OCLC, ProQuest Materials Science & Engineering Database, ProQuest SciTech Premium Collection, ProQuest Technology Collection, Summon by ProQuest

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For authors and editors

  • Aims and Scope

    Aims and Scope


    The aim of this journal is to continue the effort to understand and enhance changes in the nature of worthwhile mathematical work that can be performed by learning, teachers and practitioners with digital technologies—an effort begun by Seymour Papert in the original International Journal of Computers for Mathematics Learning.

    As was the case in 1995, when IJCML first began,

    “With the development of innovative computational environments, drive by new visions for teaching and learning mathematics, radically new approaches are emerging. Instead of mastery or rote procedures, students are being actively challenged to investigate rich contextual problems; design, use and refine tools; model and construct mathematical processes and objects; and communicate mathematical ideas in the context of critique and debate. 

    These powerful computational environments are stimulating new thinking about the content of mathematics learning, the way it is assessed, and the kinds of interactive settings in which it can be embedded. And the changes to date might be only intimations of what is to come.

    But the new visions and computational environments are not in themselves sufficient to engender deep changes in the teaching of mathematics. The nature of the required social and cultural changes, and the question of how to help bring them about, are still poorly understood. A forum for scholarly exchange is required, one which states an on-going debate on the nature of mathematical thinking, on issues of equity, cultural diversity, professional development, and the very nature of mathematical thought itself.” 

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