Free Access to special issues related to COVID-19

The editors of ZDM Mathematics Education are aware that the significant disruption associated with the COVID-19 pandemic means that many researchers have difficulty in accessing academic journals, which is usually tied to institutional availability and not easily accessible from home offices. This creates another barrier to research work in addition to that generated by the disruption associated with COVID-19. Springer is therefore providing one month open access to specific special issues of ZDM Mathematics Education whose themes specifically connect to discussions related to COVID-19.

From 3rd September to 1st October 2020 the two special issues, described below, will be released for free access. Please make use of the opportunity and spread the news. Please also take care and stay healthy.

Volume 51.3.: Identity in mathematical education
Identity research in mathematics education has become increasingly prominent over the past two decades. Increasingly, researchers are becoming aware of identity being inextricably connected to processes of teaching and learning mathematics. This special issue includes 16 papers, beginning with a survey of the state of the art in the field and ending with a commentary by Anna Sfard. The issue contains innovative papers that contribute new areas or foci of research, bringing new perspectives to mathematics identity research and novel methodologies.

Volume 52.5: Online mathematics education and e-learning
With the reality of COVID-19, students and teachers all over the world have to make drastic changes to the traditional teaching and learning approach, relying on technology to conduct digital communication - including lessons, assessment tasks, engagement with students and virtual committee meetings - a ‘new normal’. As a consequence, digital literacy and attributes that were previously difficult to address, are being fostered in students to help them successfully navigate the twenty-first century. This situation makes online and blended learning even more relevant than before. The sixteen papers in this (very timely) special issue address three main themes in this discipline: principles of design, social interaction and construction of knowledge, and how the use of online tools and resources is conceptualised in different mathematics teaching contexts.

An editorial reflects on possible changes of mathematics education due to the pandemic.