Computers in the Schools

Just as advances in mathematics research often depend on the methods of calculation available, the effectiveness of mathematics education theories and success of mathematics teaching methods nowadays depend on our knowledge and understanding of how digital technology can support mathematical learning. The aim of this special issue is to collect scholarly reports on the effective use of digital technology within the wide range of experiences, grade levels, and curricular topics. Of a special interest are submissions that demonstrate the duality of mathematics learning and technology use in the sense that whereas digital technology does enable an easy path to mathematical knowledge, mathematics itself can be used to improve the efficiency of computations, which, in turn, enable better access to new mathematical ideas and concepts.

At the pre-college level, the special issue seeks to identify successful experiences in using digital technology to communicate the presence of big ideas within seemingly mundane curricular topics and, by the same token, in enabling the study of traditionally difficult and conceptually rich topics through the use of technology. At the college level, the special issue is interested in articles that demonstrate how experimental approach to mathematics that draws on the power of technology to perform numerical and symbolic computations as well as graphical and geometric constructions, makes it possible to balance informal and formal learning of mathematical ideas. Recommended topics to be considered may center on the following questions:

• • How is digital technology used in the preparation of PK-12 teachers of mathematics?
  • How does the use of digital technology enable the revision of undergraduate mathematics curriculum?
  • How does the use of digital technology allow one to connect higher concepts to lower concepts and vice versa?
  • How can the use of digital technology contribute to the teaching of upper-level mathematics courses or facilitate the revision of advanced mathematics courses to address state-of-the-art in mathematics research?
  • How does availability of step-by-step solutions, provided online by knowledge engines like Wolfram Alpha, affect changes in PK-16 mathematics curricula?
  • How does the growth of online degree programs affect the use of digital technology within mathematics courses of such programs?
  • How does the use of digital technology enable the discovery of new knowledge?
  • How does digital technology allow one to teach mathematics differently in grade school?
  • How does digital technology allow one to teach mathematics differently in the middle school?
  • How does digital technology allow one to teach mathematics differently in the high school?
  • How does digital technology allow one to teach undergraduate mathematics differently?
  • How does digital technology allow one to teach graduate level mathematics courses differently?

Articles are expected to include a theoretical discussion of educational, mathematical, and epistemological issues associated with the use of digital technology in mathematics education. Articles should be prepared according to the guidance for authors at:

https://www.tandfonline.com/action/authorSubmission?show=instructions&journalCode=wcis20).

Deadline for the submission of manuscripts for this special issue is March 31, 2024.

Instructions for AuthorsSubmit an Article