Special Issue "Mathematics Education and Implications to Educational Psychology"
Deadline for manuscript submissions: closed (31 December 2021).
The journal Education Sciences is launching a Special Issue on “Mathematics Education and implications for Educational Psychology”. This call is for papers with theoretical, methodological, and analytical backgrounds, successful case studies, reviews, as well as original research studies based on the role of mathematics education and learning, knowledge, and skills in educational psychology.
We welcome submissions which cover a variety of issues about mathematics education and mathematical skills, also related to possible gender and sex individual differences, their link with or possible positive contributions to future professional competencies, and their relationship with executive functions, spatial abilities, motor control, emotions, creativity, quality of life, and well-being in general. Any other innovative topic within the scope of this Special Issue is also welcome and will be considered.
Some references and bibliography related to the topic:
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Mix, K. S., & Cheng, Y. L. (2012). The relation between space and math: Developmental and educational implications. In Advances in child development and behavior (Vol. 42, pp. 197-243). JAI.
Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In International handbook of emotions in education (pp. 11-20). Routledge.
Cheng, Y. L., & Mix, K. S. (2014). Spatial training improves children's mathematics ability. Journal of Cognition and Development, 15(1), 2-11.
Lowrie, T., Logan, T., & Ramful, A. (2017). Visuospatial training improves elementary students’ mathematics performance. British Journal of Educational Psychology, 87(2), 170-186.
Fischer, U., Moeller, K., Bientzle, M., Cress, U., & Nuerk, H. C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic bulletin & review, 18(1), 177-183.
Uttal, D. H., Miller, D. I., & Newcombe, N. S. (2013). Exploring and enhancing spatial thinking: Links to achievement in science, technology, engineering, and mathematics?. Current Directions in Psychological Science, 22(5), 367-373.
Frick, A. (2019). Spatial transformation abilities and their relation to later mathematics performance. Psychological research, 83(7), 1465-1484.
Boyd, B., & Bargerhuff, M. E. (2009). Mathematics education and special education: Searching for common ground and the implications for teacher education. Mathematics Teacher Education and Development, 11, 54-67.
Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics?. Psychological science, 24(10), 2079-2087.
Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational psychology review, 29(1), 119-140.
Capraro, R. M., Young, J. R., Lewis, C. W., Yetkiner, Z. E., & Woods, M. N. (2009). An examination of mathematics achievement and growth in a midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 46-65.
Leikin, R., Berman, A., & Koichu, B. (2009). Creativity in mathematics and the education of gifted students. Brill Sense.
Wang, J., & Lin, E. (2009). A meta-analysis of comparative studies on Chinese and US students’ mathematics performance: Implications for mathematics education reform and research. Educational Research Review, 4(3), 177-195.
Leikin, R., & Pitta-Pantazi, D. (2013). Creativity and mathematics education: The state of the art. ZDM, 45(2), 159-166.
Dr. Liudmila Liutsko
Manuscript Submission Information
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