• Call for papers – Online/distance teaching and learning in mathematics education

    • Special issue in Volume 14

    • May, 2020

      The COVID-19 pandemic has adversely affected everyone worldwide. Despite the extraordinary circumstances, mathematics educators, like all other educators, have the obligation to ensure that children's education remains unaffected. In many countries, mathematics teaching is currently being pursued through the online or distance mode. While some countries may have advanced in these efforts, others are lagging behind. Ordinarily, the need for online/distance teaching and learning emerges in response to specific individual cases. However, for the first time in history, the present scenario has necessitated this arrangement for every teacher and student. Consequently, various related problems that have not been encountered previously, or received adequate attention, may be revealed. The Hiroshima Journal of Mathematics Education (HJME) invites papers from across the world on the topic of Online/distance teaching and learning in mathematics education, as a special issue of Volume 14. We fervently hope that this pandemic reaches its end, and a similar occurrence is not repeated in the future. On the other hand, we think that it is necessary to accumulate our diverse educational experiences and knowledge on the subject of online/distance teaching and learning, as it is unlikely that this topic would be revisited in the future.

    • Papers in this special issue may include:

      • What kind of online lesson(s) do teachers envision/expect?
      • What is possible and impossible for teaching and learning in the online environment?
      • What kind of conditions and constraints exist in actualizing such a mode of instruction?
      • How is the teacher’s preparation of a lesson different from that for face-to-face instruction? What do teachers need more, or not?
      • How does learners’ cognition differ from that in face-to-face instruction?
        This special issue also includes questions beyond the classroom environment.
      • How is mathematics teacher education in the online mode different from the face-to-face version?
        > pre-service teacher training
        > lesson study with in-service teachers
      • What are the teaching topics and methods suitable for the online environment, and what are their characteristics?
      • How to use textbooks in an online environment?

      These are some examples, although we are open to further suggestions, including a wide possibility for relevant theoretical and empirical studies.

      Timeline:

      31 August 2020: First full papers due (submitted by email to the co-editors)
      15 October 2020: Feedback and reviews from other contributors 30 October 2020: Decision letters
      (acceptance/rejection/correction requests) and feedback distributed to authors
      15 December 2020: Revised papers due (submitted via the JASME online Editorial Manager system)
      January 2021: Final decision
      Papers once accepted will immediately be published online. All accepted papers will be compiled in the special issue of Volume 14, to be published in March, 2021.

      We also welcome ordinary contributed papers for Volume 14.

      Special issue editors:

      Tatsuya Mizoguchi mizoguci@tottori-u.ac.jp
      Takeshi Miyakawa tmiyakawa@waseda.jp
      Keiko Hino khino@cc.utsunomiya-u.ac.jp

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    Latest Volume

  • Volume 13 (February 2020)

    • Foreword

    • Research Articles

      Mitsue Arai
      Elementary School Teacher’s Problems in the Process of Pedagogical Reasoning in Proportion from the Perspective of Curriculum Maker
      Pages 1-10
      Download PDF (428 KB)

    • Special Feature Articles: Foundations of Mathematics Education for the Future

      Heinz Steinbring
      About the Nature of Manipulatives, Visual Material and Signs in Learning Mathematics – An Epistemological Perspective
      Pages 11-29
      Download PDF (1794 KB)

      Gaye Williams
      Attaining Mathematical Insight During a Flow State: Was There Scaffolding?
      Pages 31-56
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      Keiko Hino, Tomohiko Makino and Takashi Kawakami
      Mid-Career Teacher Learning in a Mathematics Professional Development
      Program: Focusing on the Growth of Teachers’ Perspectives
      Pages 57-78
      Download PDF (394 KB)

    • Special Feature Articles: Trends and Future of Mathematics Education Research in East Asia

      JeongSuk Pang
      The Trend and Direction of Mathematics Education Research in Korea
      Pages 79-97
      Download PDF (383 KB)

      Tin Lam TOH
      A Glimpse into the Mathematics Education Research in Singapore
      Pages 99-120
      Download PDF (680 KB)

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