Special Issue: Mathematics in our life: What do we learn from Diversity, Equity, and Inclusion in Mathematics Education Research and Practice?

Dear Colleagues

Mathematics in our life:  What do we learn from Diversity, Equity, and Inclusion in Mathematics Education Research and Practice?

As the editor team, we are inviting you to send your article(s) for the special issue.

Mathematical abilities develop as much as they are used in life. This special issue aims to bring together original papers and reviews about mathematics in our life that have impact on educational policy or school practice. The special issue topics include but are not limited to:

New technology and mathematics education.

Issues in the teaching and learning mathematics.

Assessing mathematical achievement.

Students’ needs in distance mathematics education.

Mathematical abilities in children.

Technology and applications point out individual differences in mathematics.

To what extent mathematics learning is related to its reflections in our lives.

Effect studies of focusing on mathematics in life.

Manuscripts should be submitted the submission of manuscripts via its online Manuscript Management System, to be peer-reviewed before the 01th of October 2021, to be published in December of 2021.

Authors should state that they are applying for the special issue.

For any further questions, please contact the Special Issue Editor.

 

Guest Editor

Assoc.Prof.Dr. Hasan Hüseyin AKSU

Giresun University, Faculty of Education, Elementary Mathematics Teaching Program, Giresun, Turkey.

hasan.huseyin.aksu@giresun.edu.tr

 

Editor in Chief

Prof.Dr. Cenk KEŞAN

Dokuz Eylül University, Buca Faculty of Education, Department of Mathematics and Science Education, Elementary Mathematics Teaching Program, İzmir, Turkey

cenk.kesan@deu.edu.tr



ISSN: 2146-9466

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All articles published in International Journal of New Trends in Arts, Sports & Science Education's content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY 4.0).

 

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