Models and Tools for Math Education

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

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