Journal Review 3 topics -with PP

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Mathematical Thinking & Learning Journal Review

Aim & Scope

Mathematical Thinking and Learning is directed at researchers interested in mathematics education from the perspective of theories and research in mathematics, psychology, sociology, philosophy, anthropology, and information technology; with a focus on mathematical thinking, reasoning, and learning.

This journal seeks high-quality articles that address one or more of the following topics:

interdisciplinary studies on mathematical learning, reasoning or thinking, and their developments at all ages;

technological advances and their impact on mathematical thinking and learning;

studies that explore the diverse processes of mathematical reasoning;

new insights into how mathematical understandings develop across the life span, including significant transitional periods;

changing perspectives on the nature of mathematics and their impact on mathematical thinking and learning in both formal and informal contexts;

studies that explore the internationalization of mathematics education, together with other cross-cultural studies of mathematical thinking and learning;

studies of innovative instructional practices that foster mathematical learning, thinking, and development; and

theoretical and philosophical analyses of issues related to the previous topics.

Aim & Scope

Mathematical Thinking and Learning accepts the following types of article:

Research Articles

Mathematical Thinking and Learning

Short Reports

Letters to the Editor and Critical Commentaries

This journal publishes 4 issues per year and has an impact factor of 1,222.

Description of 3 Issues

Issue	Study	Type of Study	Research Design	No. of Authors	Pages	Population focus	Themes	Implications
4	1	Empirical	Qualitative	5	28	Primary	Conceptual understanding and tasks	Researchers, practitioners, and policymakers
	2	Theoretical	Qualitative	1	20	Primary and Secondary	Contextual problems	Practitioners, and curriculum designers
	3	Empirical	Qualitative	2	21	Primary	Contextual problems	Practitioners, and curriculum designers
3	1	Empirical	Quantitative	2	23	Secondary	Issues of Equity	Researchers and practitioners
	2	Empirical	Qualitative	2	29	Secondary	Conceptual understanding	Researchers and practitioners
	3	Empirical	Qualitative	3	27	Primary	Preservice teacher knowledge	Researchers and practitioners
	4	Book Review		1	2		Research Design	Researchers
2	1	Theoretical	Qualitative	3	20	Secondary	Conceptual understanding	Researchers, practitioners, and curriculum designers
	2	Empirical	Quantitative	3	26	Primary	Use of manipulatives	Researchers and practitioners
	3	Empirical	Quantitative	3	23	Secondary	Conceptual understanding of contextual problems	Researchers, practitioners, and curriculum designers

This journal typically published empirical studies that employ qualitative designs. These articles often have limited authors and are written in about 24 pages. Their population is often primary or secondary focused. They tend to address contextual tasks, and students conceptual understanding of these tasks with hopes of influencing researchers, practitioners, and curriculum designers.