Upcoming Special Issues

To appear in 2023
Special issue: The teaching and learning of definite integrals
Guest Editors: Robert Ely, Steven Jones

This is the second Special Issue commissioned by the Editors that has emerged from studies discussed at the Calculus in Upper Secondary and Beginning University Mathematics Conference (Kristiansand, August 6-9, 2019). Recent research in mathematics and science education has shown how calculus classes are not adequately equipping students to use definite integrals effectively in STEM fields. For example, many studies have shown that, after taking calculus, while most undergraduate students can interpret the notation a∫b𝑓(𝑥)𝑑𝑥  as the area of a shape or as a request to find an anti-derivative for f(x) evaluated at b and a, only few demonstrate sum- or accumulation-based understandings that would permit applying integrals to contextualized problems or quantitative situations. This Special Issue will bring together studies which chart elements of student reasoning that contribute to robust flexible understanding of integrals as well as studies which present innovative pedagogical approaches, and examine how these relate to existing curricula and institutional constraints. 

To appear in 2023
Special issue [working title]: 
Bafflement and the interactive pursuit of consistency: Coping with the fantastic beast
Guest Editors:
Tommy Dreyfus, Chris Rasmussen, Michal Tabach

Bafflement has happened repeatedly in the history of mathematics, and happens frequently in classrooms. It is often due to paradoxical or seemingly contradictory perspectives, and typically finds its expression in mathematicians’ and students’ puzzlement or perplexity, which can spark productive outcomes in advancing knowledge. Accordingly, classroom situations that support bafflement, while epistemologically and didactically challenging, may be potentially constructive for learning processes. Learning opportunities that arise from bafflement may be potentially more prevalent and productive for students in inquiry-based classrooms, classrooms in which students are supported in sense-making activities through whole class and small group collaborative exploration and problem solving. Individual students may feel more comfortable expressing non-conventional thoughts in a small group; and, different groups in a class may come to opposing conclusions concerning an apparently paradoxical mathematical state of affairs. This Special Issue will comprise invited papers which approach and illuminate the phenomenon of bafflement in an inquiry-based college mathematics classroom with different research questions, different theoretical approaches, different conceptualizations, and different methodological lenses, such as didactical, cultural, cognitive, socio-cognitive, discursive, semiotic, and affective ones. The Special Issue will discuss the specific insights provided by each of these different treatments and will identify commonalities across them.

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