Fostering Mathematics Teachers for a New Era

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (1 May 2024) | Viewed by 820

Special Issue Editors


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Guest Editor
Instituto de Educação, Universidade de Lisboa, 1649-013 Lisbon, Portugal
Interests: teacher knowledge; teacher professional development; lesson study; mathematical reasoning

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Guest Editor
Werklund School of Education, University of Calgary, Calgary, AB T2N 1N4, Canada
Interests: teacher knowledge; teacher professional development; problem-solving
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Special Issue Information

Dear Colleagues,

Society is evolving at an ever-increasing pace, experiencing profound changes. Children and young people use digital technologies for entertainment, for reaching contacts on social networks, and have free access to powerful tools such as ChatGPT. Migratory and demographic movements have dramatically altered the living conditions of social groups around the world. Climate change and pollution, as well as the defense of social rights and the escalation of conflicts between countries, pose serious challenges to our survival as a human species. All of this requires a response on the part of the school, with a change in the teacher–student relationship, in the nature of classes and other learning activities, in teaching methodologies and in assessment. The discipline of mathematics, with a central place in all educational systems, has an unavoidable responsibility to reflect on these issues and find ways to face them. In the era we are entering, what will be the role of the discipline of mathematics? How will teaching and learning take place? This Special Issue aims to contribute to the debate on this topic. Reasoned essay articles and empirical articles with relevant studies will be published, hopefully reflecting a variety of viewpoints and authors from different parts of the world.

Prof. Dr. Joao Pedro Da Ponte
Prof. Dr. Olive Chapman
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher knowledge
  • teacher professional development
  • lesson study
  • mathematical reasoning
  • problem solving

Published Papers

There is no accepted submissions to this special issue at this moment.
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