- MERJ is an international journal that specifically targets and/or draws on significant ideas and developments in mathematics education from the Australasian region.
- The Journal publishes articles focusing on theoretical, pedagogical, methodological, and philosophical topics related to mathematics education across all levels of education and vocations – both formal and informal.
- MERJ encourages the publication of studies that are of significant interest and value to the international research communities. As such it promotes a forum for the publication of high quality empirical research and theoretical/philosophical papers that contribute to the knowledge of mathematics education.
- Peter Grootenboer
- Publishing model
- Hybrid (Transformative Journal). Learn about publishing Open Access with us
- 42 days
- Submission to first decision
- 223 days
- Submission to acceptance
- 134,844 (2020)
Embracing pivotal teaching moments: elementary teachers’ role in advancing high cognitive levels of mathematics discourse
Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study
Authors (first, second and last of 6)
As a result of the significant disruption that is being caused by the COVID-19 pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times. Please do let us know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be highly flexible at this time.
The focus of the Special Issue is on the evolving and emerging qualitative methodologies for researching the mathematical behaviours, thinking and dispositions of young children – from birth up to about 10 years of age.
the main purpose of the Special Issue is to gather together a set of papers that provide explications of a range of research methods that are particularly well-suited to the particularities of research with children, for the benefit of other researchers.
Relatively scarce are research directed to teachers themselves as designers of instructional tasks. When teachers design tasks, they play a far more active role than merely interpreting and adapting curriculum materials originally designed by others; they set the agenda for the class in a way that fits with their resources, orientations, and goals (Schoenfeld, 2010). Thus, the processes of teachers’ task design is a rich location to study the interactions of these components and other contextual factors which influence instructional practice.
hrough two peer-reviewed journals – Mathematics Education Research Journal and Mathematics Teacher Education and Development – and an engaging annual Conference, The Mathematics Education Research Group of Australasia promotes, shares and disseminates rigorous research in mathematics education across Australasia.
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