Deadline extension to the special issue: Theoretical frameworks for discussing mathematical knowledge and knowing mobilized and produced by teachers who teach mathematics in secondary school. New date: 20/05/2024

2024-02-20

In recent decades, specific mathematics of teachers’ actions –which differs from that practiced by other professionals such as engineers, architects, economists, and even mathematicians– has been widely discussed nationally and internationally.

Based on studies such as Shulman’s (1986), different models for the knowledge of teachers who teach mathematics were developed, among which we can highlight some examples. Ball, Thames, and Phelps (2008) typified the mathematics teachers’ specificity as “mathematical knowledge for teaching.” Based on a sociological approach, Adler and Davis (2006; 2011) investigated “how” specific mathematics for teaching is constituted, produced in and through practice, and “what” principles legitimize it. Davis and Renert (2014) propose mathematics for teaching as a participatory disposition learned collectively, in which a “deep” understanding of mathematics emerging from practice is seen as a way of supporting teachers in the development of their work –work that cannot be developed by an individual in isolation, but only collaboratively.

Given this scenario, we invite the scientific community to publicize research on the theme “Theoretical frameworks for discussing mathematical knowledge and knowing mobilized and produced by teachers who teach mathematics in secondary school.”

Our main goal is to present mathematics mobilized and produced by teachers and the theoretical frameworks supporting such investigations in the mathematics education research community.

This call is open to researchers who carry out investigations on the topic and are interested in comparing different theories of mathematics mobilized and produced by teachers, highlighting the specificities of the theories they use, if applicable, or that bring about new contributions to the debate.

 

The journal Educação Matemática Pesquisa

Through free access to its content, the quarterly journal Educação Matemática Pesquisa (EMP) provides a global space for disseminating scientific research in the area. EMP has contributed to it for many years, achieving international recognition for its excellence. Researchers interested in contributing to an original publication in this special issue must prepare and send the text according to the journal’s rules. Please note that approved articles written in Portuguese Spanish and French must be in English to be published. Articles with up to three authors will be accepted, and at least one of the authors of the article MUST HAVE A Ph.D. in mathematics education or related areas. Articles to be submitted can be written in Portuguese, English, Spanish, or French and must comply with the magazine’s standards and template. Scientific articles and theoretical essays submitted for this edition must fully comply with the EMP standards in the Guidelines for Authors. However, systematic literature review articles will not be accepted for this special issue. For more information: https://revistas.pucsp.br/index.php/emp/about. Articles must be submitted in the section “Theoretical frameworks for discussing mathematical knowledge and knowing mobilized and produced by teachers who teach mathematics in secondary school.” Deadlines and review process

Participation in this special issue is open to researchers in the field and guests.

One or more reviews may be necessary, depending on the reviewers’ feedback. The review process will be ad hoc by members of WG 7 – Education of Teachers who Teach Mathematics of the Brazilian Society of Mathematics Education (Sbem) or external guests with expertise on the topic.

Special issue schedule:

  • May 1st, 2024: deadline for papers submission.
  • May 20th to July 15th, 2024: assessment by reviewers.
  • July 16th to August 30th, 2024: feedback to authors for the requested adjustments.
  • September 1st, 2024: deadline for authors to return the final version of the papers (papers not submitted by this date will be sent for publication in the journal’s regular issues).
  • September 2nd to 30th, 2024: return of papers revised and translated into English.
  • September 30th to October 30th, 2024: organization and editing of accepted papers.

The publication of the special issue is scheduled for November 2024.

Guest Editors (leaders of the research developed by GT7): Prof. Dr. Flávia Cristina de Macêdo Santana (UEFS/Deputy coordinator of GT7), Prof. Dr. Roberta D’Angela Menduni Bortoloti (UESB), Prof. Dr. Victor Augusto Giraldo (UFRJ).

 Publication guidelines

Articles must be submitted following the journal’s guidelines and template (cf. template menu and authors’ declaration at the link: https://revistas.pucsp.br/index.php/emp/issue/view/2691) available on the website: https://revistas.pucsp.br/index.php/emp/about

References (for references, please consult the journal’s guidelines and template)