Aims and scope
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 Reviews.
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. If you are submitting a research report, please select “research” in the SNAPP submission platform.
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 mathematical experiences that highlight the particular affordances of a digital technology and of the authors' use of the technology as a tool for their own learning or for the learning of others. 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. If you are submitting a snapshot, please select “brief report” in the SNAPP submission platform.
Technology Reviews
Digital Experiences in Mathematics Education underlines the importance of the design and implementation of digital mathematics educational platforms. Technological developments enable the harnessing of digital learning, gamification, connectivity, automatic assessment, learning analytics, artificial intelligence, and learning management systems, to the learning and teaching of mathematics. Therefore, we also welcome Technology Reviews about digital experiences in mathematics education, especially focusing on emerging technology. Such reviews highlight new developments in educational technology for mathematics teaching and learning by describing the design and characteristics for leading digital mathematics education environments. Please refer to the submission guidelines for details. Book reviews are also welcome. If you are submitting a review, please select “review” in the SNAPP submission platform.
All contributions to this journal are peer reviewed.