Educational Studies in Mathematics - Meet the Editors

Editors-in-Chief

Susanne Prediger

Susanne Prediger is a full professor in Mathematics Education at TU Dortmund University and director of the DZLM research network (the German National Center for Mathematics Teacher Education) at the IPN Leibniz Institute for Science and Mathematics Education. Her research focuses on conceptually oriented and language-responsive instructional approaches and their theoretical and empirical foundations, and on topic-specific professional development research and implementation research, both in design research studies and intervention studies. She was president of the European Society for Research in Mathematics Education and is member of the ICMI executive committee.

David Wagner

David Wagner is a full professor at the University of New Brunswick, specializing in mathematics education. He is most interested in human interaction in mathematics and mathematics learning and the relationship between such interaction and social justice. This inspires his research which has focused on authority relationships in mathematics classrooms, on teaching approaches that support sustainability, and on ethnomathematical conversations in Indigenous communities. Wagner has served on the International Committee of the Mathematics Education and Society conference, on the steering committee of the North American Group of the Psychology of Mathematics Education,  and as the Presubmission Support Coordinator for the International Group of the Psychology of Mathematics Education.

Associate Editors

Michèle Artigue

Michèle Artigue is emeritus professor at the University Paris-Diderot (France), specialized in mathematics education. Her main research contributions deal with the teaching and learning of mathematics at tertiary level, especially the didactics of elementary analysis, the use of digital technologies in mathematics education and, more recently, the networking of theories and comparative studies. She has been awarded the Felix Klein Medal by ICMI, the International Commission on Mathematical Instruction, for her research achievements in 2013, and the Luis Santaló Medal by IACME, the Inter-American Commission on Mathematics Education, for her support to the development of mathematics education in Latin America in 2015.

Gail FitzSimons

Gail FitzSimons is an Honorary staff member at the University of Melbourne. She has been a teacher, lecturer, and researcher in adult, vocational, and workplace mathematics education, and was awarded an Australian Research Council Post-Doctoral Research Fellowship, 2003-2006. She has authored over 150 publications and edited several books. In 2002 she published What Counts as Mathematics? Technologies of Power in Practice for Kluwer [now Springer], and was founding Editor for Adults Learning Mathematics — An International Journal (2005). Gail has been Book Review Editor for Educational Studies in Mathematics since 2009, and her approach is to encourage and support reviewers, especially those whose first language is not English, to share their observations and insights with an international readership.

Mellony Graven

Since 2011 Mellony has held the South African Numeracy Chair at Rhodes University that focuses on building mathematics education research and development teams working with teachers, parents and learners in primary schools. Active citizenship, community engagement and equity are the key drivers of the work. She is a past President of the Southern African Association for Research in Mathematics, Science and Technology Education; has served on several international conference committees and as editor for books, leading journals and special journal issues. Mellony has published in areas such as mathematical identity, literacy, teacher education and dispositions. Her more recent work focuses on language, instructional design, number sense, merging maths and literacy, family engagement, and assessment for learning.

Tamsin Meaney

Tamsin Meaney is currently a professor of mathematics education at Western Norway University of Applied Sciences, having previously been a teacher educator in Australia, New Zealand and Sweden. She holds a 20% position as a professor in early childhood education at OsloMet University. She has a strong interest in social justice issues connected to mathematics education. Presently she is engaged in two major projects funded by the National Research Council of Norway. One of these is through the KINDknow Centre at her university which is investigating the use of digital apps for supporting young multilingual children to develop their mathematical languages at kindergarten and at home. The other one, of which she is project leader, is about improving mathematics teacher education, Learning about Argumentation for Critical Mathematics Education in multilingual classrooms.

Vilma Mesa

Vilma Mesa is professor of education and mathematics at the University of Michigan. She is interested in mathematics instruction and resource use in post-secondary settings, especially in community colleges. Other interests include analysis of textbooks and their use in university math classrooms by students and teachers (in particular digital, open source and open access textbooks) and development of instruments to assess quality of instruction and mathematical knowledge for teaching in post-secondary mathematics.

Demetra Pitta-Pantazi

Demetra Pitta-Pantazi is a full professor in Mathematics Education at the Department of Education of the University of Cyprus. Her research interests focus on students’ cognitive development of mathematical concepts, problem solving, mathematical creativity, integration of ICT in mathematics teaching, mathematics curriculum and assessment. She is the scientific advisor of the committee for the mathematics textbooks, which are currently used in all primary schools in Cyprus. She took part in a number of European research projects. Regarding her editorial experience, she has been a reviewer for the main mathematics education research journals and is a member of the editorial board of two mathematics education international journals.

Luis Radford

Luis Radford is a sociocultural theorist and a classroom-based researcher. He has been developing a cultural-historical theory of teaching-learning—the theory of objectification—that seeks to transform mathematics classrooms into sites of communal life where teachers and students learn collectively, make the experience of democracy and inclusivity, and engage in the praxis of an ethics of solidarity, responsibility, and the care of the other. Radford is full professor at Laurentian University in Canada, and visiting professor at Universidade Federal do Rio Grande do Norte in Brazil. He is the recipient of the 2011 Hans Freudenthal Medal, awarded by the International Commission on Mathematical Instruction (ICMI).

Cristina Sabena

Cristina Sabena is Full Professor at the Department of Philosophy and Science Education of the University of Torino, where she teaches Mathematics Education to future primary teachers. Her research areas include the role of the body, tools and signs in the teaching–learning processes of mathematics, semiotic approaches and networking theories in mathematics education. Recently she is studying how informal settings may contribute to mathematics education, including teacher education. She currently serves as the President of CIEAEM (The International Commission for the Study and Improvement of Mathematics Teaching).

Michal Tabach

Michal Tabach is a full professor in Mathematics Education at Tel-Aviv University. Her research focuses on integrating technology into teaching and learning mathematics at schools. In addition, she is interested in knowledge shifts among different settings in the class, and in the mathematical progress of the classroom community as a whole. Currently she co-led a project aiming at increasing dialogical approach into school subjects in general and mathematics lessons in particular.  She has been secretary of the international group for the Psychology of Mathematics Education (PME).