The Mathematics Education in the Digital Era (MEDE) series explores ways in which digital technologies support mathematics teaching and the learning of Net Gen’ers, paying attention also to educational debates. Each volume will address one specific issue in mathematics education (e.g., visual mathematics and cyber-learning; inclusive and community based e-learning; teaching in the digital era), in an attempt to explore fundamental assumptions about teaching and learning mathematics in the presence of digital technologies. This series aims to attract diverse readers including: researchers in mathematics education, mathematicians, cognitive scientists and computer scientists, graduate students in education, policy-makers, educational software developers, administrators and teachers-practitioners.
Among other things, the high quality scientific work published in this series will address questions related to the suitability of pedagogies and digital technologies for new generations of mathematics students. The series will also provide readers with deeper insight into how innovative teaching and assessment practices emerge, make their way into the classroom, and shape the learning of young students who have grown up with technology. The series will also look at how to bridge theory and practice to enhance the different learning styles of today’s students and turn their motivation and natural interest in technology into an additional support for meaningful mathematics learning.
The series provides the opportunity for the dissemination of findings that address the effects of digital technologies on learning outcomes and their integration into effective teaching practices; the potential of mathematics educational software for the transformation of instruction and curricula; and the power of the e-learning of mathematics, as inclusive and community-based, yet personalized and hands-on.
Marcelo Borba, State University of São Paulo, São Paulo, Brazil
Rosa Maria Bottino, CNR – Istituto Tecnologie Didattiche, Genova, Italy
Paul Drijvers, Utrecht University, the Netherlands
Celia Hoyles, University of London, London, UK
Zekeriya Karadag, Bayburt University, Turkey
Stephen Lerman, London South Bank University, London, UK
Richard Lesh, Indiana University, Bloomington, USA
Allen Leung, Hong Kong Baptist University, Hong Kong
John Mason, Open University, UK
John Olive, The University of Georgia, Athens, USA
Sergey Pozdnyakov, Saint-Petersburg State Electro Technical University, Saint-Petersburg, Russia
Ornella Robutti, Università di Torino, Torino, Italy
Anna Sfard, Michigan State University, USA & University of Haifa, Haifa, Israel
Bharath Sriraman, University of Montana, Missoula, USA
Anne Watson, University of Oxford, Oxford, UK
Titles coming soon:
Digital games and mathematics learning: Potential, promises and pitfalls- edited by Tom Lowrie and Robyn Jorgensen (2014)
Students Solving Mathematical Problems with Technology by Susana Carreira, Keith Jones, Nélia Amado, Hélia Jacinto and Sandra Nobre (2015)
Digital Technologies in Designing Mathematics Education Tasks: Potential & Pitfalls edited by Allen Leung and Anna Baccaglini-Frank (2016)
Learning and Teaching Mathematics in The Global Village: The Semiotics of Digital Math Education by Marcel Danesi (2016)
Book proposals for this series may be submitted per email to Springer or the Series Editors.
- Springer: Natalie Rieborn at Natalie.Rieborn@springer.com
- Series Editors: Dragana Martinovic at email@example.com and Viktor Freiman at firstname.lastname@example.org