The international mathematics education community is maturing at a rapid and exciting rate. Although this community has developed its own research perspectives and theoretical frameworks, it continues to expand its horizons by drawing upon new theories and research in mathematics, psychology, sociology, philosophy, anthropology, and information technology. Mathematical Thinking and Learning is directed at researchers interested in mathematics education from any of these perspectives, with a particular focus on mathematical thinking, reasoning, and learning.
This journal seeks high-quality articles that address one or more of the following topics:
- interdisciplinary studies on mathematical learning, reasoning or thinking, and their developments at all ages;
- technological advances and their impact on mathematical thinking and learning;
- studies that explore the diverse processes of mathematical reasoning;
- new insights into how mathematical understandings develop across the life span, including significant transitional periods;
- changing perspectives on the nature of mathematics and their impact on mathematical thinking and learning in both formal and informal contexts;
- studies that explore the internationalization of mathematics education, together with other cross-cultural studies of mathematical thinking and learning; and
- studies of innovative instructional practices that foster mathematical learning, thinking, and development.
In addition to receiving research articles, the journal invites articles that present theoretical and philosophical analyses of issues related to the previous topics.
Peer Review Policy: All research articles in this journal have undergone rigorous peer review based on initial editor screening and anonymous review by at least three reviewers.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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