Special Issue "Designing Tasks within Dynamic and Interactive Mathematics Learning Environments"
A special issue of Mathematics (ISSN 2227-7390).
Deadline for manuscript submissions: closed (30 April 2021) | Viewed by 7382
Interests: technology-enhanced learning; design-based research for the development of mathematical activities for all grade levels; educational interventions for students manifesting persistent difficulties in mathematical learning
Dynamic and interactive mathematics learning environments (DIMLEs) have become the protagonists of an increasing body of research and are currently being used by many mathematics educators in a variety of contexts. Indeed, as digital technology evolves, a variety of new educational spaces and forms for the mathematics classroom open up, and novel ideas and approaches emerge. This Special Issue specifically addresses new design issues, principles, and choices grounded within the Mathematics Education research tradition that have been adopted and studied recently, possibly also in response to the online distance learning emergency created by the COVID-19 pandemic. Papers submitted to this Special Issue should focus in particular on: how mathematical tasks can be designed so that specific features of the DIMLE used (including multi-touch inputs or haptic interfaces) can be capitalized upon to transform learners’ experiential knowledge into conceptual mathematical knowledge, and how the design of tasks in DIMLEs shapes relationships within mathematical classrooms (including virtual classrooms). The Special Issue also welcomes literature reviews providing insights into the issues above.
Dr. Anna Baccaglini-Frank
Manuscript Submission Information
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- Digital technology
- Distance learning
- Dynamic and interactive mathematics learning environments
- Mathematics education
- Task design