International Journal of Research in Undergraduate Mathematics Education - Upcoming Special Issues
To appear in 2024 or 2025
Special issue: Digital Experiences in University Mathematics Education: Advances and Expectations
Guest Editors: Eirini Geraniou, Eleonora Faggiano, Janka Medová, Melih Turgut
In the light of the book Mathematics Education in the Digital Age: Learning, Practice and Theory and the quality of the series of ERME Topic Conferences MEDA and INDRUM, we are delighted to announce this International Journal for Research in Undergraduate Mathematics (IJRUME) Special Issue, “Digital Experiences in University Mathematics Education. Advances and Expectations”.
This Special Issue (SI) aims at investigating questions concerning the design, teaching, learning and assessment with the use of digital technology within university mathematics education (UME), and whether, and how, such these have met the expectations of the mathematics education research community before, during and after the pandemic crisis. The focus of this SI not only covers transitional aspects that precede UME, but also mathematical courses in pre-service teacher education.
In particular, the SI aims to develop discussions around the following themes.
(1) Instructional design, curriculum, and institutional priorities regarding digital technologies in UME
- Designs of digital (curriculum) resources supporting the development of individual learning trajectories and collaboration
- Functionalities and roles of Virtual Learning Environments, such as Moodle, in the instructional design and communication
- Machine Learning, Learning Analytics, Artificial Intelligence for instructional design and assessment
- Computational Thinking and Programming instructional design and policies
(2) Teaching and learning practices with digital resources in UME
- University teachers and students as (co-)designers of digital resources for teaching, learning and doing mathematics
- Students’ experiences, ways of thinking (algebraic, geometric, computational, etc.) and development of competencies (reasoning, proving, modelling, problem solving, etc.) as affected by the use of digital resources
- Students’, teachers’ and multipliers’ experiences with emerging digital resources such as mobile apps, theorem provers, digital concept maps
(3) Teacher and student practices with regard to algorithmics, computational thinking and programming Rethinking (digital) assessment in UME
- Adaptive feedback in learning and formative and summative assessment
- Affordances and drawbacks of automated assessment instruments and issues of transfer from pen and paper to automation of test items for digital exams
To appear in 2025 or 2026
Special issue: Making meaning through, and for, Calculus in Biology, Chemistry, Economics, Engineering and Physics [working title]
Guest Editors:
Elena Nardi, University of East Anglia, e.nardi@uea.ac.uk
Tommy Dreyfus, Tel-Aviv University, tommyd@tauex.tau.ac.il
Alejandro S. González-Martín, University of Montreal, a.gonzalez-martin@umontreal.ca
John Monaghan, Leeds University / University in Agder, john.monaghan@uia.no
Pat Thompson, Arizona State University, pat@pat-thompson.net
The idea for this Special Issue originates in the productive and inspiring exchanges at CalcConf2023, the second Calculus-focused conference held in Bergen (5-9 June 2023) and entitled The Learning and Teaching of Calculus Across Disciplines. This was a theme that emerged as essential from CalcConf2019 the first Calculus-focused conference held in 2019 – especially since “most university calculus courses teach non-mathematics majors and cross-disciplinary approaches to, and research on, calculus in the disciplines are sparse” (Dreyfus et al, 2023; p. 7).
With a focus on five disciplines (Biology, Chemistry, Economics, Engineering and Physics), we conceived the conference around the following two questions and with a focus on five disciplines:
- How do biologists, chemists, economists, engineers, and physicists understand and use concepts in their disciplines that can be supported or developed in calculus courses?
- What does this imply for teaching and learning calculus in these disciplines?
As mathematics education practitioners and researchers, we five could not tackle these questions without working with specialists from these disciplines. We located experts from the five disciplines to give invited plenary lectures that formed the backbone of the discussions at the conference, alongside a formidable collection of short papers and thematic group discussions:
- STEM as Culture: Exploring exclusion and inclusion in mathematics and biology, Carrie Diaz Eaton
- Calculus in engineering: Mismatches and opportunities instructional synergy, Brian Faulkner
- Foundations of calculus in chemistry: Where and how calculus is used in the chemistry undergraduate curriculum, Marcy H. Towns
- Calculus in mathematics for economists, Rainer Voßkamp (with Frank Feudel)
- Introductory physics: Drawing inspiration from the mathematically possible to characterize the observable, Suzanne White Brahmia
Spurred on by the highly energizing interaction triggered by these lectures, we have invited the plenary speakers to work with us on this SI.
The SI will consist of
- one editorial written by the Guest Editors
- five Research Papers, each
- led by one of the five CalcConf2023 plenary speakers
- (optionally) second-authored (in negotiation with the lead author) with one author from the lead author’s discipline or a Mathematics Education specialist in this discipline
- second or third-authored by one of the five Guest Editors
- one or more Research Commentary/ies
- authored by invited commentators from each of the five disciplines with the aim that both intra-discipline and cross-discipline issues will be identified and commented upon
- authored by colleagues who represent geographical and disciplinary diversity.
For the five papers, each Guest Editor work with one plenarist towards a survey of the state of the art in the field of [e.g. Biology] Education with regard to the role of Calculus. Each plenarist will lead the paper and each one of the Guest Editors will act as a broker between their field and Mathematics Education. We see the papers as potentially highly citable across disciplines.
Reference
Dreyfus, T., González-Martín, A.S., Monaghan, J., Nardi, E., & Thompson, P.W. (2023) (Eds.), The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference. MatRIC. https://matriccalcconf2.sciencesconf.org/