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

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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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    Digital Experiences in Mathematics Education is a forum for scholarly exchange devoted to the debate on the nature of mathematical thinking and teaching, on issues of equity, cultural diversity, professional development, and the very nature of mathematical thought itself. It welcomes articles focused on how digital experiences can contribute to a more learnable and teachable mathematics. The use of digital tools, along with the possibility of experiencing mathematics in multi-modal, multi- sensory ways, invites reflection both upon the learners themselves and upon the diverse range of means through which they interact with the world. In digital environments, visual, auditory and dynamic means of expressing and exploring mathematics can increase the accessibility of mathematics to learners with (as well as without) disabilities. Authors may be informed by a variety of factors, including historical, philosophical, political and psychological ones, and may use a variety of research methods. We invite both empirical and conceptual studies that contribute to the rethinking of mathematics and its learnability-teachability. We currently invite three different kinds of papers: Research reports, Snapshots and Digital Keywords.

    Research reports
    Research reports may be empirical or conceptual. We expect that authors will engage in the current conversations of the DEME journal, its predecessor IJCML, as well as the broader mathematics education community. We encourage authors to situate their work within broader concerns of mathematics education, including the political, ethical and aesthetic consequences of designing and promoting digital environments. We especially welcome research reports that deal with the deep issues of designing and using digital tools, the learning/teaching theory it serves, the discipline-based connections it can be used to make, and the kind of classroom culture that is needed for its effective implementation.

    Snapshots
    The Snapshots column is a place where scholars could write about mathematical explorations in which digital technologies had figured significantly. These provide exemplars of ‘mathematics’ that highlighted the particular affordances of the authors with their tools, as well as possible starting points for this kind of activity in the classroom. Most significantly, the snapshots are designed to point towards ways that mathematical knowledge itself can be transformed with technology—not just mathematical pedagogy. We also invite Snapshots that extend it to classroom situations so that we may learn more about how teachers manage to prompt and suitably constrain such mathematical activity.

    Digital Keywords
    The column Digital Keywords: a Vocabulary of Technology and Education is edited by David Pimm. It investigates the changing and interacting meanings of key words in our research, words such as digital, dynamic and media. Such terms have a history and change over time, often without our explicit notice. The inspiration for this column comes from literary critic Raymond Williams’ (1976) collection of short entries on what he termed ‘key- words’ of culture and society, which included art, alienation and aesthetics. Later, Eric Love and Dick Tahta (1991) began a similar project for mathematics education with a modest number of entries (including entries for number, concept and structure). These investigations not only help us to recall original meanings of our key words (for example, a computer or a calculator used to be a person who carried out compu-tations), but in addition highlight the multiple and sometimes conflicting meanings that such words take on. In the title of this journal, the word computer has been dropped, largely because of the advent of more portable devices such as tablets and smartphones. With the word digital, we want to embrace the wider variety of tools that are now available and perhaps even leave the door open for new forms of hardware not yet available. As Williams (1976, p. 81) notes in his entry on culture: "The complexity, that is to say, is not finally in the word but in the problems which its variations of use significantly indicate."

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