Engaging Students to Transform Tertiary Mathematics Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: closed (1 December 2025) | Viewed by 640
Special Issue Editors
Interests: student engagement; instructor professional learning; inclusive mathematics teaching and learning; cultivating mathematical belonging; institutional transformation; decolonizing mathematics
Interests: active learning; inclusive teaching; student experiences in mathematics education; transforming postsecondary departments and institutions; mathematical modeling
Special Issue Information
Dear Colleagues,
This Special Issue will focus on engaging students to transform tertiary mathematics education. It is broadly recognized that tertiary mathematics teaching practices lag behind what we know to be effective teaching practices; involving students collaboratively in transformation efforts is a crucial practice for effective and sustainable changes. We invite authors to report on empirical studies contributing to research on improving tertiary mathematics education, focused on engagement with students inside and/or outside the mathematics classroom. The scope of this Special Issue encompasses a broad spectrum of topics including, but not limited to, the below themes.
Suggested themes:
- Departmental transformation in tertiary mathematics;
- Equitable and inclusive teaching practices to foster student belonging in mathematics;
- Social justice and decolonizing curriculum development for tertiary mathematics courses;
- Student–faculty partnerships for mathematics (e.g., partnerships with undergraduate learning or teaching assistants);
- The use of student experience data to transform tertiary mathematics programs;
- Professional learning for mathematics instructors to support student agency and/or the use of equitable and inclusive teaching practices;
- Improving assessment practices for student learning;
- Institutional partnerships to support transfer students in tertiary mathematics;
- Instrument development to measure changes in teaching practices, instructor knowledge, instructor beliefs/values/attitudes/frames, student interest/belonging/attitudes in tertiary mathematics.
Prof. Dr. Wendy Smith
Dr. Amy Been Bennett
Dr. Rachel Funk
Guest Editors
Manuscript Submission Information
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Keywords
- student engagement
- tertiary mathematics education
- instructor professional learning
- inclusive mathematics teaching and learning
- cultivating mathematical belonging
- institutional transformation
- decolonizing mathematics
- mathematics assessment
- institutional partnerships
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