Special Issue "Dispelling Myths about Mathematics"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (28 February 2018)
Professor Jo Boaler
Stanford Graduate School of Education, Stanford University, Stanford, California 94305, USA
Website | E-Mail
Interests: ability grouping; access and equity; diversity; educational policy; educational equity; equity; gender studies; identity; learning communities; mathematical problem-solving; mathematics education; teacher education
Many students of mathematics are held back in their learning because of ideas about mathematics or mathematics learning, that are inaccurate. This Special Issue features a range of articles that tackle some different “myths” that restrict learning opportunities for students, and the ways they may be taken out of the learning equation to liberate students. Examples of myths that are tackled are the idea that only some students can learn high level mathematics—a range of articles tackle this faulty idea and provide evidence of change when this idea is dispelled. Other articles tackle the faulty idea that to be good at mathematics you need to calculate fast, or that mathematics is a set of disconnected procedures that need to be memorized, or that student “off task” conversations impede learning. Others consider the true nature of real mathematics, and the difference between mathematics as a discipline and the mathematics taught in schools. The Special Issue features research papers, reviews of research studies, technical reports, and conceptual pieces. The goal of the Special Issue is to conceptualize and raise attention to the myths that reduce students’ learning of mathematics and highlight interventions, and research with teachers and students, that has set students free and liberated their learning of mathematics.
Manuscript Submission Information
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