Special Issue "Models and Tools for Math Education"

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

Deadline for manuscript submissions: 31 October 2021.

Special Issue Editors

Prof. Dr. Pascual D. Diago Nebot
E-Mail Website
Guest Editor
Department of Didactics of Mathematics, University of Valencia, Valencia 46022, Spain
Interests: problem solving; early mathematics education; educational robotics; ICT and education
Special Issues and Collections in MDPI journals
Dr. Dionisio F. Yáñez
E-Mail Website
Guest Editor
Department of Didactics of Mathematics, University of Valencia, 46100 Burjassot, Spain
Interests: image compression; applied mathematics; numerical analysis; mathematics education; educational robotics; ICT and education
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

In their attempt to uncover the complexity of the teaching–learning processes of mathematics, education researchers have been looking for cognitive and instructional models from the first half of the twentieth century. The historical underpinnings of mathematics education research have resulted in different approaches ranging from the scientific disciplines of mathematics to psychology.

This Special Issue is devoted to discussing models and tools to explore mathematical thinking in educational contexts. Thus, empirical research involving innovative tools in all aspects of teaching and learning, theoretical models of mathematics education or instructional approaches based on technology and digital environments for mathematics teaching and learning are welcome. Discussions about models and tools (new or revisited) addressed at mathematics education, including cognitive, emotional, language-related, curriculum, and social dimensions of teaching and learning in educational contexts are also included in the scope of this issue.

Prof. Dr. Pascual D. Diago Nebot
Dr. Dionisio F. Yáñez
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 papers will be 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 1400 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

  • ICT
  • theoretical review
  • teaching and learning
  • mathematics education
  • mathematics didactics
  • psychological approaches in mathematics education
  • digital environments in mathematics education, technological environments in mathematics education
  • models on mathematics education

Published Papers (1 paper)

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Research

Article
Approach to the Formulation of the Variable Change Theorem
Educ. Sci. 2021, 11(7), 357; https://doi.org/10.3390/educsci11070357 - 16 Jul 2021
Viewed by 347
Abstract
This research proposes a didactic strategy to enrich the assimilation processes of the change of variable theorem in solving the definite integral. The theoretical foundations that support it are based on the contributions of social constructivism, problem solving, and treatment of theorems. The [...] Read more.
This research proposes a didactic strategy to enrich the assimilation processes of the change of variable theorem in solving the definite integral. The theoretical foundations that support it are based on the contributions of social constructivism, problem solving, and treatment of theorems. The practical validation of the strategy is carried out with students of the Higher Technical Level in Applied Mathematics at the Autonomous University of Guerrero. Full article
(This article belongs to the Special Issue Models and Tools for Math Education)
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