ZDM is one of the oldest mathematics education research journals in publication. The journal surveys, discusses, and builds upon current research and theoretical-based perspectives in mathematics education. In addition, it serves as a forum for critical analysis of issues within the field.
All the papers published in the journal's seven annual themed issues are strictly by invitation. These papers are subject to an internal peer review by selected members from the editorial board as well as an external review by invited experts. The journal targets readers from around the world in mathematics education research who are interested in current developments in the field.
Issues in 2014
46(1) Visualization as an Epistemological Learning Tool
Eds: Ferdinand Rivera, Heinz Steinbring, Abraham Arcavi
46(2) Interactive practices in promoting professional development of didacticians and teachers of mathematics: An international perspective
Eds: Rongjin Huang, Barbara Jaworski
46(3) New Perspectives on Learning and Cognition in Mathematics Education
Eds: Gaye Williams, Hsin-Mei Huang
46(4) The Teaching and Learning of Calculus – in memoriam Arnold Kirsch
Eds: Chris Rasmussen, Marcelo C. Borba
46(5) Researching the Enacted Mathematics Curriculum
Eds: Denisse R. Thompson, Mary A. Huntley
46(6) Language and Communication in Mathematics Education
Eds: Candia Morgan, Tracy Craig, Marcus Schuette, David Wagner
46(7) Socioeconomic influence on mathematical achievement: what is visible and what is neglected Eds: Tamsin Meaney, Paola Valero
Issues in 2015
47(1) Evidence-based CPD: Scaling sustainable interventions at large
Eds: Sigrid Blömeke, Celia Hoyles, Bettina Rösken-Winter
47(2) Enactivist methodology in mathematics
18 Volumes 105 Issues 1,048 Articles available from 1997 - 2014Browse Volumes & Issues
Language-related learning of mathematics: a comparison of kindergarten and primary school as places of learning
Marcus Schütte (September 2014)
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