ISSN: 1863-9690 (Print) 1863-9704 (Online)


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                   
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
Evidence-based CPD: Scaling sustainable interventions at large
Eds:  Sigrid Blömeke, Celia Hoyles, Bettina Rösken-Winter

47(2)  Enactivist methodology in mathematics

  • 18 Volumes
  • 108 Issues
  • 1,073 Articles
  • 15 Open Access
  • 1997 - 2014 Available between