
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 (See 'Aims & Scope' for more information on each kind of paper).
- Surveys research on mathematics learning, content and assessment
- Offers a forum for discussion of mathematical thought
- Includes debates on issues of equity, cultural diversity, professional development and more
Journal information
- Editor-in-Chief
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- Nathalie Sinclair
- Publishing model
- Hybrid (Transformative Journal). Learn about publishing Open Access with us
Journal metrics
- 104 days
- Submission to first decision
- 323 days
- Submission to acceptance
- 21,849 (2019)
- Downloads
Latest issue
Latest articles
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Geometry to Build Models, Models to Visualize Geometry
Authors (first, second and last of 4)
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Conversations with Materials and Diagrams about some of the Intricacies of Oscillatory Motion
Authors (first, second and last of 4)
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Enacting Elementary Geometry: Participatory ‘Haptic’ Sense-Making
Authors (first, second and last of 4)
Journal updates
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COVID-19 and impact on peer review
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.
About this journal
- Electronic ISSN
- 2199-3254
- Print ISSN
- 2199-3246
- Abstracted and indexed in
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- CNKI
- Dimensions
- EBSCO Discovery Service
- ERIC
- Google Scholar
- Institute of Scientific and Technical Information of China
- Japanese Science and Technology Agency (JST)
- Naver
- OCLC WorldCat Discovery Service
- ProQuest Central
- ProQuest Engineering
- ProQuest Materials Science and Engineering Database
- ProQuest SciTech Premium Collection
- ProQuest Technology Collection
- ProQuest-ExLibris Primo
- ProQuest-ExLibris Summon
- TD Net Discovery Service
- Copyright information